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COPYRIGHT DEPOSfT. 



SHORTHAND 



A COMPLETE TEXT-BOOK 
ON THE AMERICAN-PITMAN SYSTEM. 



BY 



SELBY A. MORAN, 

Instructor in Shorthand, Ann Arbor High School. Principal of 
the Stenographic Institute, Ann Arbor. Author of "One 
Hundred Valuable Sugyestions to Shorthand Students," 



ANN ARBOR, MICH. 

THE UNIVERSITY PRESS.. 

J90i 



THE LIBRARY OF 
CONGRESS. 

Two Copies Received 

APR 18 '°03 

Copynghi Entry 
CLASS (X XXc. No 

5ry7 8« 

COPY B, 



Copyrighted 190| 

BY 
SELBY A. MORAN. 



THE UNrVERS.TY PRESS, ANN ARBOR. 



PREFACE. 

of Shn TT °J the ^^ nUmber ° f real and imitation sterns 
of Shorthand there certainly is no need for another. There are 

already too many systems which are nothing more than some 

standard method of writing Shorthand slightly modified so as to 

give he promulgator an opportunity to pose as the author of a 

new system. Very seldom are these so-called new systems any 

improvement over the ones from which they are derived. There 

will, doubtless, continue to be those who think they have discov- 

ZZZ Z^V^ ° an m ° dify S ° me min ° r details in the system of 
Shorthand whmh they have learned. Having done this, they will 
claim to have devised "a new and greatly improved system of 
stenography. » The writer has no sympathy for such people. 

WhUe there is no need for a new system of Shorthand there 

ShortZr' ? fT Deed ° f impr0vei ? ent in the preparation of 
Shorthand text-books and in the methods of teaching the subject 

m the methods of giving instruction in most branches of education 

butTl? \l h °; thand text - books especiai1 ^ Seem *> ^e St 

tat oto? H the h 6ffeCt0f tMs development and have in the presen- 
metho ^^ fth T e t Sub 3-t often failed to embody the best educational 

tMs Htt t w ^ USe ° f the firm conviction that the writer of 
this little work is able to offer some new and, as he believes, bet- 

m of ShoT e , m t th0dSOf teaChi ° g ^ ^rican-Pitman Sys- 
tem of Shorthand that he feels justified in offering this work to 

d: e pu f sho l? T have made the work ° f ™^ a ^ 

edge of Shorthand more systematic as well as more easv and 
Pleasant, the end sought will have been gained. His many yea rs 
experience aS a teacher of Shorthand and a careful study of the 
best methods of imparting instruction in this art inspire a confi 
dene, that the publication of this attle volume will no" have been 

" N r y °T, ST"' 



Note. — The student should not attempt to make too rapid 
advancement. A lesson is not mastered until the student thor- 
oughly understands the principles explained in the lesson and is 
able to apply them readily and correctly in writing the exercises 
in the lesson. He should also be able to write the wordsigns 
and phrasesign without the least hesitation and translate the 
shorthand at the end of each lesson as readily as he could read 
the same matter in ordinary print. To do this requires much 
practice. The more practice given to reading shorthand the 
better. 



Following the last lesson in the text is an alphabetically ar- 
ranged list of the wordsigns and phrasesigns in ordinary print. 
Following every third word or phrase is a blank line. It is de- 
signed that the student, just as soon as he has committed each 
list of these signs in the sixth and following lessons shall then 
fill in the blanks for the words which are given in each lesson. 
When the lessons are all completed, the student will have a com- 
plete alphabetically arranged list of all the abbreviations. The 
actual work of making this list will aid the student materially in 
fixing these signs in mind. The teacher should examine the 
student's text from time to time in order to ascertain whether 
or not he is keeping his list made up as he goes along. 



INTRODUCTION. 

A successful text-book on the subject of Shorthand must em- 
body certain recognized principles of the art of teaching, modified, 
of course, to conform to the peculiarities of this particular subject. 
It has been the author's aim to apply these principles as far as 
possible in this work. The general arrangement of the text is as 
follows: 

First. A very few of the principles embodied in the system 
are introduced at a time, beginning with the most elementary. 

Second. For class work these principles are divided into 
lessons, each lesson consisting in the introduction of a very few 
new principles. 

Third. With the introduction of the principles in each lesson 
is given a most explicit and thorough explanation of their use. 

• Fourth. Immediately following the explanation of the prin- 
ciples are a few carefully selected words illustrating the use of 
these principles. These words are given in both Longhand and 
Shorthand. 

Fifth. Following in each lesson is a list of words to be written 
making use of the principles given therein. After the student 
has learned to form the outlines correctly, he should write these 
words over and over again until he is able to write them readily. 

Sixth. After the principle of abbreviation has been explained, 
there are introduced in each lesson a few abbreviations, or Word- 
signs, as they are called in Shorthand, formed according to the 
principles given in that and preceding lessons. These should be 
thoroughly committed to memory and written a sufficient number 
of times to enable the student to recognize the word the instant 
he sees its sign and to recall the sign immediately upon hearing 
the word. 

Seventh. After the principle of phrasing has been explained, 
there are given in each lesson, for the student's practice, a few 
commonly occurring phrases, the words of which embrace the use 
of the principles and Wordsigns in that and preceding lessons. 

Eighth. Except in the first few lessons, there are intro- 
duced in each lesson a few brief sentences for practice. As soon 
as a sufficient number of the principles have been given, these 



sentences take the form of letters since the student has. especial 
need of practice, upon this form of composition. The sentences 
are composed of words so selected that they embody, as far as pos- 
sible, a review of the principles in all the preceding" lessons. At 
the same time no word is ever introduced until the principles, by 
which it is written in its briefest form, have been epxlained. The 
student, therefore, never has occasion to write a word in but one 
way and that with the briefest possible outline. The carrying 
out of this idea necessarily restricts the author in the construction 
of sentences for the student's practice, making it impossible in a 
few instances in the early lessons, to give for practice sentences 
with the best possible wording. In order to give the student 
further practice in the proper phrasing of words, the words in 
those sentences which should be joined in Shorthand are joined 
by hyphens in the text. These sentences, like the list words, 
Wordsigns and pharses, should be written many times by the stu- 
dent, who should not feel that he has his lesson sufficiently pre- 
pared for recitation until he is able to write the list words, phrases 
and sentences within the time specified. 

Ninth. For the purpose of drill in reading Shorthand other 
than one's own writing, there is given at the end of each lesson 
after the sixth an exercise in Shorthand to translate. 

Tenth. To secure thoroughness, every fifth lesson consists of 
a carefully prepared review of the preceding four lessons. 

Eleventh. The student should impress upon his mind the 
necessity of thoroughly mastering the lesson in hand before tak- 
ing up a new one. 

Twelfth. When the lessons have been gone over once they 
should be thoroughly reviewed, giving especial attention to the 
Wordsigns and to practice on the exercises to gain speed. In this 
review work, the time given for writing the exercises should be 
reduced at least one-third. Following this the student should take 
up miscellaneous matter for speed practice. 

This method of presenting the subject of Shorthand to the 
student is, in the judgment of the author, the proper one. Years 
of actual experience in teaching Shorthand have demonstrated to 
him its entire practicability and success. 



LESSON L 

THE ALPHABET, SEC. I. 

U The first work of the student in taking up the 
subject of Shorthand is to thoroughly familiarize him- 
self with the consonant alphabet which forms the 
ground-work of a Shorthand education. The alphabet 
is divided into two sections: 1st, the straight letters: 
2nd, the curved letters* 

2* This lesson treats of the straight letters* They 
are as follows: 

\ \ ii // / / 

Pe Be Te De Chay Jay Kay Gay Hay Ray 

3* The names beneath the Shorthand letters 
are used merely for convenience in referring to them. 

4* Pe represents the ordinary sound of p, as in pat, 
pour, par* 

5* Be is the same as Pe except that Be is shaded. Be 
is used for the ordinary sound of b* as in bat, bowl* rob* 

6* Te is used for the usual sound of t* as in tap* 
tame* tip* 

7* De is the same as Te except that it is shaded. De 
represents the common sound of d* as in date* done* lad* 

8* Chay represents the sound of ch* as in check, 
cheap* ditch* 

9* Jay is the same as Chay except that it is shaded. 
3 1 



2 SHORTHAND 

Jay represents the usual sound of j and also the soft, 
sound of g which has the same sound as j, as in jam, 
gem, joke* rage, page* 

10* Kay represents the ordinary sound of fc and the 
hard sound of c, as in kite, cake, coal, lake* 

\ f * Gay is the same as Kay except that it is shaded. 
Gay represents the hard sound of g, as in go, game, logt 
goal* 

12* Hay, which is not shaded, represents the aspi- 
rate sound of h, as in hotel, hitch, hub, behead* In such 
words as behead the hook on Hay may be formed by re- 
tracing the preceding stroke the length of the hook, 
as shown in the illustration following in this lesson. 

13* Ray, which is not shaded, represents the sound 
of r, as in rug, rake, park, gory* Ray slants slightly 
more than Chay* 

14* Pe, Be* Te, De, Chay and Jay are always written 
downward; Hay and Ray* upward* These are called up- 
right letters. Kay and Gay are always written from 
left to right* These are called horizontal letters* 

J5* Pe, Be, Chay and Jay slant as shown in the illus- 
trations. 

16* Te and De should be as nearly perpendicular as 
possible. 

\ 7* Beginners are apt to slant Te and De slightly, 
either to the left or right. This causes trouble later 
when an attempt is made to read words containing Te 
or De slightly slanted when they should be perpendic- 
ular. Ray should be given a slightly greater slant 
than Chay. This one naturally does in writing this 
letter with an upward stroke. 

18* In writing a word in Shorthand the strokes rep- 
resenting the consonants in the word form what is call- 



LESSON I. 3 

ed the consonant outline of the word and is all that is 
usually written. Thus, in the word betake, the outline 
would be Be-Te-Kay; in the word uproot, the outline 
would be Pe-Ray-Te. The vowels, which are explained 
in a subsequent lesson, are seldom used with the out- 
line. 

f 9* In writing an outline for a word it should be be- 
gun so that the first upright letter, whether written up- 
ward or downward, Mil rest on the line upou which 
one is writing. Thus in writing deep, written De-Pe, 
the De should rest on the line. This would of neces- 
sity require the Pe to be written below the line, since, 
in joining together the different consonant letters of a 
word, each letter after the first, begins where the pre- 
ceding letter ends. For example, in writing the word 
deputy, written De-Pe-Te, the De rests on the line. The 
Pe is joined at the bottom of De and goes below the 
line. Te, the last letter in the word, is written from 
the end of Pe, thus causing it to end the length of two 
letters below the line. 

20* When an outline begins with either Kay or Gay, 
or any of the curved horizontal letters, the first letter 
should be written the length of a Te above the line, if 
the first upright letter is written downwards, as in giddy, 
written Gay-De* The outline should begin on the line, 
if the first upright letter is written upward, as in gory, 
written Gay-Ray* That is, an outline should be begun 
so that the first upright letter in the outline, whether 
written upward or downward, will rest on the line. 

2 J. Words consisting wholly of horizontal letters, 
such as keg, written Kay-Gay, should be written im- 
mediately above the line upon which the writing is be- 
ing done, as the outline for keg, shown below. 



4 SHORTHAND 

22, The following illustrations will show how the 
different letters in an outline are joined and where an 
outline should be begun in reference to the line upon 
which one is writing: 



A £> • 



^H 



~1 - / vi 



hedge betake cleputy depot giddy gory keg behead 

23* Care should be exercised in the very beginning 
to make a clear distinction between light and shaded 
letters. Trouble always results, especially for the be- 
ginner, when he attempts to read matter not properly 
shaded. 

24* It is important that all consonant strokes be as 
nearly uniform in length as possible. About one-sixth 
of an inch is the average length which the most rapid 
reporters make their letters. Unless one acquires the 
habit of writing all the strokes of a uniform length he 
will have trouble later on when he comes to the use of 
half-length and double-length letters. It is of far less 
importance whether one writes a large or a small hand. 
The important thing is to write all of the letters as 
nearly the same length as possible. 

25* In writing Shorthand the best results may be 
obtained by holding the pen or pencil much more near- 
ly upright than it is usually held when writing Long- 
hand. In this position one is less apt to shade letters 
unintentionally. 

26* The fact that several words may have the same 
consonant outline usually puzzles the beginner. Thus, 
leaving, levying, living and loving are all written with 
similar outlines. It rarely happens that where one 



LESSON I. 5 

would make sense any of the others could be used. 
When the student reaches the point where he is able to 
write complete sentences, as will be possible after he 
has taken a few lessons, he will find that with the help 
of the context all danger of ambiguity in this respect 
will disappear without his finding it necessary to take 
time to insert the vowels. 

27. Immediately preceding the exercise in each les- 
son will appear in brackets two numbers. The first 
gives the number of words in the exercise and the 
second the number of minutes and seconds in which the 
exercise should be written by the student as it is read 
to him. 

EXERCISE U 

28. List Words.* (36—1:30.) 

1 Duck, 2 peck, 3 cake, 4 check, 5 rake, 6 poet, 
7 rogue, 8 ditto, 9 page, 10 rage, 11 body, 12 deputy, 
13 go, 14 bake, 15 gage, 16 bedeck, 17 touch, 18 copy, 
19 budge, 20 judge, 21 pity, 22 age, 23 tuck, 24 wretch, 
25 poke, 26 edit, 27 keg, 28 tub, 29 roach, 30 carriage, 
31 carry, 32 wrote, 33 hedge, 34 rug, 35 wreck, 36 peg. 

29. After the student has carefully committed to 
memory the straight letters and is able to write each of 
the above words correctly, he should write the entire 
list over from fifty to a hundred times, or until he can 
write the thirty-six words in a minute and a half as 
they are read to him, and he should read over and over 
again the Shorthand he has written until he is able to 
read the list of words in the same length of time. 



* After the explanation of the principles given in each lesson there will be 
given a number of words called List Words. The student should write the 
consonant outline for these words many times. 



6 SHORTHAND 

30* It will be noticed that the Shorthand illustra- 
tions and exercises throughout the text are not formed 
with mathematical exactness. They are, rather, photo- 
graphic reproductions of actual Shorthand writing. 
This is done designedly because the large majority of 
students find it impossible to make their Shorthand 
characters approach anywhere near the mathematical- 
ly exact Shorthand engravings found in most text- 
books on the subject. As a result many beginners be- 
come discouraged at their utter inability to closely imi- 
tate the illustrations and give up the study. By giving 
illustrations which are photographic reproductions of 
actual Shorthand work the student finds it possible to 
make his characters approach more nearly those 
formed in actual reporting and is thereby encouraged 
to go ahead and master the art. 



LESSON IL 

THE ALPHABET, SEC. IL 
U In addition to the ten straight letters given in the 
preceding lesson, there are fifteen curved strokes repre- 
senting the remaining elementary consonant sounds. 
They are: 



n ( ( )> jj 



^^y 



Ef Ve Ith The Es Ze Ish Zlie Lay Yea Ar Way Em En Ing 

2* As explained in the previous lesson, the names 
beneath the letters are given merely for convenience 
in referring to them. 



LESSON* II. 7 

3* Ef represents the usual sound of f, as in fan, fate, 
puff, cuff, and also the sound of f when represented by 
certain other letters, as gh in laugh, cough, rough, and 
ph, as in phantom, phase, physic* 

4* Ve represents the usual sound of v, as in vain, va- 
cate, shave, vile* It is exactly like Ef except that it is 
shaded. 

5* Ith represents the sound of th, as in thin, thigh, 
lath, wrath* 

6* The represents the sound of th, as in them, that, 
fcathe, though, breathe* It is exactly like Ith except 
that it is shaded. 

7* Es represents the usual sound of s, and also the 
soft sound of c, as in assume, also, Lucy, policy* 

8* Ze represents the sound of z and also s when it 
has the sound of z, as in buzz, phase, raise, zone, Ari- 
zona* It is the same as Es except that it is shaded. 

9* Ish represents the usual sound of sh, as in ship, 
lash, dash, shame, cash, shop* 

10* Zhe represents the sound of s or z in such 
words as measure, pleasure, treasure, seizure* It is the 
same as Ish except that it is shaded. 

\ 1* Lay represents the usual sound of 1, as in lame, 
lake, lady, fellow, pillow, daily* 

12* Yea represents the consonant sound of y f as in 
yellow, yes, yanfcee, your* It has the same slant and 
curve as Lay, but Yea is shaded while Lay is light. 

13* Ar (as well as Ray) represents the usual sound 
of r, Ar being used in certain connections and Ray in 
others. The different uses will be explained in a sub- 
sequent lesson. Ar is used in such words as ark, arm, 
fair, pair, dare* 

J4* Way represents the consonant sound of w, as in 



8 SHORTHAND 

wake, wade, wage, wag* It is exactly like Ar except 
that it is shaded. 

15* Em represents the usual sound of m, as in many, 
fame, dame, mug, gum, game t mail* 

16* En represents the usual sound of n t as in name, 
unite, nick, knave* 

17* Ing represents the sound of ng, as in going, do- 
ing, saving, and of n when that letter immediately pre- 
cedes k, and in some instances g t as in tank, bank, rank, 
ankle, angle, tangle, wrangle* It is exactly like En ex- 
cept that it is shaded. 

18* Ef, Ve, Ith, The, Es, Ze, Ish, Zhe, Way, Yea, 
and Ar are always written with a downward stroke. 
Em, En, and Ing, from left to right. Lay, upwards. 

J9* A period in Shorthand is usually written by a 
small cross. There are two other methods of indicat- 
ing a full pause. These will be explained later. 

20* We desire to repeat in this lesson that the stu- 
dent should be careful to make sufficient distinction be- 
tween the light and shaded letters in order to avoid 
trouble in distinguishing the one from the other when 
transcribing his notes. Care should be taken also to 
give the slanting letters sufficient slant and to write 
the perpendicular letters, Ith, The, Es and Ze, so that 
they will be as nearly vertical as possible. 

21* The tendency among students is not to make 
enough distinction between slanting and perpendicular 
letters, and trouble results when an attempt is made to 
read what has been written. 

22* We deem it advisable to repeat in this lesson the 
statement that in writing an outline it should be begun 
so that the first upright letter, whether written upward 
or downward, will rest on the line. Thus, lake, writ- 



LESSON It 9 

ten Lay-Kay, should begin on the line, since Lay, the 
first upright letter, is struck upwards and should rest, 
on the line. Likewise, coffee, written Kay-Ef, should 
begin above the line, so that Ef, the first upright letter 
and which is struck downwards, will rest on the line, 
The use of curved and straight letters is shown in the 
following words: 



x » 



/v r\ 



ledge game mellow love loaf death money 

rush lazy wake going yoke Jennie luck coffee 

23* When a proper name is written in Shorthand it 
should have two small ticks written beneath it to indi- 
cate that fact, as in Jennie. When a proper name is 
fully vocalized this underscore, as it is called, is un- 
necessary. Proper names, for which there are Word- 
signs, never require the underscore or vowels. 

EXERCISE 2. 

24. List Words* (37—1:30.) 

Using At or Ray, as indicated, for t write the fol- 
lowing: 

1 Fame, 2 many, 3 lame, 4 may, 5 shape, 6 death, 
7 pay, 8 easy, 9 bunk, 10 lathe, 11 yoke, 12 wake, 
13 argue (At), 14 into, 15 escape, 16 raving (Ray), 
17 neck, 18 gum, 19 tame, 20 tidy, 21 daily, 22 pillow, 
23 Murray (Ray), 24 delay, 25 Jacob, 26 buggy, 27 beg, 
28 mope, 29 rush (Ray), 30 veto, 31 revoke (Ray), 
32 enough, 33 oar (At), 34 rope (Ray), 35 both, 36 four 
(Ar), 37 money. 



10 SHORTHAND 

25* As in the first lesson, when the student is able 
to write these words correctly, he should then write 
them a sufficient number of times to enable him to 
write the entire thirty-seven words in a minute and a 
half. He should also read the Shorthand outlines over 
and over again until he can read the list in the same 
length of time. 



LESSON IIL 

SHAY AND EL, 

i. Ish, representing the sound of sh, as explained in 
lesson two, is always written with a downward stroke. 
The sound of sh, however, is sometimes represented 
by a letter exactly like Ish, except that it is written 
with an upward stroke. For convenience in referring 
to this letter it is called Shay* Ish is the letter gener- 
ally used to represent the sound of sh* Shay is used 
only in exceptional cases, as follows: 

(1) When the outline for a word containing the 
sound of sh may be more quickly written by the use of 
Shay, as in lavish, written Lay~Ve~Shay, and ravish, 
written Ray-Ve-Shay* 

(2) When an outline may be kept from going the 
length of two or more letters below the line on which 
one is writing, as in bishop, written Be-Shay-Pe* This 
keeps the outline entirely above the line on which one 
is writing, when, if Ish were used, Pe, the last letter 
in the word, would end the length of two letters below 



LESSON III. 11 

« 

the line, 

2* Lay, representing the sound of 1, is written up- 
ward. The sound of 1 is sometimes represented by a 
letter exactly like Lay except that it is written with a 
downward stroke. This letter is called EL 

3* The following rules govern the use of Lay and EI: 

(1) When 1 is the first consonant in a word, Lay 
is used if no vowel precedes, and EI is used if a vowel 
precedes, Thus lame is written Lay-Em; elm, El-Em; 
lake, Lay-Kay; alike, El-Kay* 

(2) When I is the last consonant in a word, Lay 
is used if a sounded vowel follows, and EI is used if I 
is the last letter or if a silent vowel follows. Thus jail 
is written Jay-EI; jelly, Jay-Lay; tale, Te-EI; tally, Te-Lay* 

(3) When 1 occurs between two other consonants 
in a word, use the one which forms the most distinct 
angle. If either forms a good angle, then select the 
one which will bring your outline more nearly upon 
the line on which you are writing. 

4* There is one exception to these rules. It is, 
always use EI when it follows and is joined to En or 
Ing. The reason for this exception is that EI forms a 
more easily and quickly made junction with a preced- 
ing Ing or En* Thus inlay is written En-El; kingly, 
Kay-Ing-EL 

5* When I is the only consonant stroke in a word 
Lay is always used. This is done so that in case it be- 
comes necessary to use a vowel with the letter (which 
use will be explained later) the student will know when 
he comes to read his notes which is the beginning and 
which the end of the letter, this being necessary, as 
will plainly appear when the vowels are understood. 

6* The following words illustrate the use of Ish, Shay, 



12 SHORTHAND 



El and Lay, 



shape gush bishop lavish lake alike fail pale 



iellow denial bale pillow dial delay mellow 

EXERCISE 3. 

7. List Words. (43— W5.) 

1 Bishop, 2 shape, 3 lavish, 4 shapely, 5 shame, 
6 knavish, 7 fishing, 8 ravish (Ray), 9 alum, 10 elk, 
11 alimony, 12 elegy, 13 elm, 14 Elsie, 15 Duluth, 
16 mail, 17 bail, 18 tail, 19 mole, 20 fail, 21 herring 
(Ray), 22 coal, 23 entail, 24 gale, 25 pole, 26 pull, 
27 ledge, 28 fell, 29 Cora (Ray), 30 bale, 31 toll, 32 un- 
like, 33 nailing, 34 Nellie, 35 renewal (Ray), 36 kneel- 
ing, 37 denial, 38 Toledo, 39 dale, 40 revenge (Ray), 
41 name, 42 hay, 43 layer (At). 

8* The student should in all his practice bear in 
mind, that correctness is of first importance. Speed, 
while very desirable, must not take the place of legi- 
ble writing, for of what use is matter written at high 
speed if it cannot afterwards be read ? 



13 
LESSON IV. 

RAY AND AR, 

U The sound of t is represented by both Ar and 
Ray* The following are the rules governing the use 
of Af and ~Ray: 

(1) When t is the first consonant in a word and is 
also the first letter, Ray is used, as in rake, written 
Ray-Kay; ring, Ray-Ing; t ash, Ray-Ish* When r is the 
first consonant in a word and a vowel precedes, At is 
used, as in Ark, written Ar-Kay; argue* Ar-Gay* 

(2) When r is the last consonant in a word and a 
sounded vowel follows, Ray is used, as in dairy, writ- 
ten De-Ray; fairy, Ef-Ray* When r is the last conso- 
nant in a word and a silent vowel follows or the 
last letter in the word, Ar is used, as in bote? written 
Be-Ar; chair, Chay-Ar; unfair, En-Ef-Ar* 

(3) When r occurs between two other consonants 
in a word, use whichever sign for r makes the better 
angle. When either makes an equally good angle then 
select the one which will keep the outline of the word 
more nearly upon the line, as in pouring, written Pe- 
Ray-Ing; bark, Be-Ray-Kay; cork, Kay-Ray-Kay; lyric, 
Lay-Ar-Kay; forge, Ef-Ray-Jay* 

2* The above are the general rules. There are a num- 
ber of exceptions made necessary in order to secure (a) 
better angles between the different letters of an out- 
line, or (b) for the purpose of securing outlines which 
may be written more quickly. These exceptions are: 
(1) Always use Ray when r immediately precedes 
Ef, Ve, Ith, The, Te, De, Chay, Jay, Ish or Zhe, and 
when r immediately follows Em or Hay, as in arrive, 
written Ray-Ve; earth, Ray-Ith; Irish, Ray-Ish; arch, 



14 



SHORTHAND 



Ray-Chay; urge, Ray-Jay; mite, Em-Ray; cohere, Kay- 
Hay-Ray* 

(2) When two separately pronounced t f s occur 
without an intervening consonant, a double length Ray 
is used, as in rare, written Ray-Ray; horror, Hay-Ray- 
Ray* 

(3) When r occurs immediately before Em, always 
use Ar, as in room, written Ar-Em; farm, Ef-Ar-Em* 

3* The student win occasionally encounter words 
where it will be clearly evident that speed may be 
gained by slightly varying some one of these rules. 
In answer, for example, Ray is used though the rule 
calls for Ar* The student should make exceptions of 
this sort only when it is clearly apparent that a decid- 
ed gain in speed may be made. 

4* When the stroke Hay is preceded by another 
consonant in a word the hook is formed by slightly re- 
tracing the preceding letter, as in adhere* 

5* The uses of Ar and Ray are illustrated as follows: 




argue rake bore bury pork lyric 

^ \ ^\ ^ 




forum merry roar arrayed • aright urge 



^k 



^£_ 



arrive earth horror roach army roam 

EXERCISE 4. 
6. List Words. (62— J:30.) 
1 Rung, 2 tore, 3 ferry, 4 rug, 5 carry, 6 marrow, 



LESSON V. 13 

« 

7 road, 8 ready, 9 wreck, 10 urge, 11 tarry, 12 fore, 
13 argue, 14 err, 15 bug, 16 army, 17 berry, 18 fairy, 
19 repair, 20 cherry, 21 Toledo, 22 roach, 23 review, 
24 red, 25 gory, 26 jury, 27 pug, 28 rape, 29 rub, 
30 ergo, 31 fur, 32 pour, 33 door, 34 burr, 35 fame, 
36 chore, 37 carrying, 38 bury, 39 pork, 40 dole, 41 ar- 
rive, 42 earth, 43 orate, 44 arid, 45 Irish, 46 curry, 
47 rush, 48 merry, 49 adhere, 50 rarify, 51 mirror, 
52 bowl, 53 robe, 54 inform, 55 away, 56 enough, 57 us 7 
58 hurry, 59 Tillie, 60 along, 61 heavy, 62 tooL 

7 t The student should write the exercises slowly at 
first being especially careful to form each outline cor- 
rectly. When he is able to write the exercises correct- 
ly, he should write them over and over again with con- 
stantly increasing speed until he becomes able to write 
them within the time specified. 

8* Until the student has completed all the lessons in 
the book, he should, in his practice, confine himself to 
the exercises given herein. By so doing he will not 
form the habit of writing- words incorrectly as he nec- 
essarily would, if he were to attempt to write miscel- 
laneous matter before all the principles are learned, 



LESSON V. 

REVIEW. 

Questions: 

(1) Name all the straight letters. 

(2) Give two words illustrating the use of each. 

(3) Which straight letters are always written 



16 SHORTHAND 

downward? 

(4) Which with upward strokes? 

(5) Which with horizontal strokes? 

(6) Which should have the greater slant, Ray or 
Chay? 

(7) Which part of a word is written and which 
part usually omitted in Shorthand writing? 

(8) In writing the Shorthand outline for a word 
what is the rule which specifies at what point the out- 
line should begin? 

(9) In writing the outline for a word where 
should the second and each following stroke begin? 

(10) Why is it important that all consonant 
strokes should be written of uniform length? 

(11) How should the pen or pencil be held when 
writing Shorthand? 

(12) In reading Shorthand writing how can one 
distinguish which is. the proper word when an outline 
is the same for two or more words? 

(13) How many curved letters are there? 

(14) Name them. 

(15) Give two words illustrating the use of each. 

(16) Which curved letters are written downward, 
which upward, and which with a horizontal stroke? 

(17) What is the significance of the numbers in 
parentheses immediately preceding the exercises in 
each lesson? 

(18) By what two letters is the sound of sh repre- 
resented? 

(19) Which of these two letters is more commonly 
used? 

(20) How are these letters distinguished from each 
other? 



LESSON V. 17 

(21) Give the rules governing the use of Shay. 

(22) If the sound of sh is the only consonant in a 
word, which should be used, Ish or Shay? 

(23) By what two letters is the sound of 1 repre- 
sented? 

(24) How do these letters differ from each other? 

(25) When 1 is the first consonant in a word when 
should one use Lay and when EI? 

(26) When 1 is the last consonant, when is Lay 
and when is El used? 

(27) After what letters is El always used? 

(28) When 1 is the only consonant stroke in a word 
is Lay or El used? 

(29) By what two letters is the sound of t repre- 
sented ? 

(30) When t is the first consonant in a word when 
should At and when should Ray be used? Give ex- 
amples. 

(31) When t is the last consonant in a word when 
should Ray and when should At be used? Give ex- 
amples. 

(32) When t occurs between two other consonants 
in an outline when should you use Ray and when At? 

(33) Give the exceptions to the above rules. 

2* The following words should be written at dicta- 
tion again and again until they may be written legibly 
within the time specified. 

EXERCISE 5, 

3* List Wotds* (143— 2x55.) 

Duck peck cake check rake poet ditto page rage 
body deputy go bake gage bedeck touch copy budge 
judge pity tuck wreck poke edit keg tub carry fame 



18 SHORTHAND 

roach wrote hedge rug wreck peg many lame shape 
death easy bunk lathe yoke wake argue escape neck 
raving gum tame tidy daily pillow shapely knavish 
fishing ravish alum elk alimony elegy elm Elsie mail 
bail tail coal gale pole pull ledge fell Cora unlike 
Nellie renewal denial dale name rung ferry rug road 
marrow ready urge tarry err bug army berry repair 
review gory jury rape rub pour pork arrive earth 
arid Irish adhere rarify mirror bowL 



LESSON VL 

WORDSIGNS- 
U A- scheme of abbreviation somewhat similar to 
that used for certain words in Longhand is made use 
of in writing Shorthand. There are two important dif- 
ferences between Longhand and Shorthand abbrevia- 
tions. 

(1) Only the very commonly occurring words are 
represented in Shorthand by abbreviated outlines, such 
as, of, to, for, as, will, him, the, yottr, shall, is, has, have, 
think, which, etc. In Longhand, the words which are 
abbreviated are words which seldom occur in ordinary 
use. One may, for example, read a whole column of 
ordinary newspaper matter and not find half a dozen 
abbreviated words. The same matter written in Short- 
hand would require abbreviations, or Wordsigns, as 
they are called, for at least one word in every three or 
four. In Shorthand there are, however, only about 
five hundred of these contracted word forms and about 
one hundred and fifty phrase abbreviations. In Long- 



LESSON VI. 19 

hand we have several thousand. 

(2) In Longhand, words for which we have abbre- 
viations, such as doctor, attorney, Missouri, ounce, pound, 
etc., are quite as frequently written out in full as they 
are represented by the abbreviated forms. In Short- 
hand every word for which there is an abbreviation, or 
Wordsign, is always written with the sign and never in 
any case represented by the complete consonant out- 
line. 

2* Words derived from primitives for which there 
are Wordsigns, are written with the sign for the primi- 
tive and the necessary consonants to complete the de- 
rivative. For example, come is written with Kay only 
instead of the full outline Kay-Em* Coming, therefore, 
is written Kay-Ing, while income is written En-Kay ♦ 

3* With very few exceptions "Wordsigns are compos- 
ed of some one or more of the consonant parts of the 
complete consonant outline for the word represented 
by the sign. 

4* There is given in this and each of the following 
lessons a short list of Wordsigns which the student 
should thoroughly commit to memory. 

EXERCISE 6. 

5* List Words. (50— U15.) 

1 Make, 2 picnic, 3 copy, 4 cub, 5 gage, 6 puck, 
7 bay, 8 tape, 9 Mattie, 10 lady, 11 folly, 12 jug, 
13 comic, 14 navy, 15 heavy, 16 many, 17 honey, 
18 assign, 19 edge, 20 keg, 21 gay, 22 lave, 23 loaf, 
24 pity, 25 comedy, 26 poke, 27 deck, 28 rote, 29 mak- 
ing, 30 rub, 31 guinea, 32 luck, 33 cope, 34 choke, 
35 joke, 36 cage, 37 rage, 38 army, 39 ferry, 40 bathe, 
41 delay, 42 doing, 43 jury, 44 hurry, 45 power, 46 pug. 



20 SHORTHAND 

47 beck, 48 Jerry, 49 rogue, 50 jockey. 
6* Wofdsigns* 

c ) j i i . /_, . j ( ) 



them was shall hare for which come usual think essential 

usually essentially 




together never your he especial are regular irregular 

especially 



. h- V- ~~r 



"become you notwith- peculiar New-York will him 

standing peculiarity 

71 The student of Shorthand should not confine him- 
self in practice either to a pen or pencil. He should 
accustom himself to the use of both. When using a 
pen he should select one that is adapted to his touch. 
It should be a short-nibbed pen, not a stub, and yet not 
one with too fine a point. The pen with which the stu- 
dent can readily shade letters and yet not so flexible 
that he will shade letters unintentionally, is the pen to 
use. Each one must be his own judge in this matter 
since people vary so greatly in their touch in writing. 

8* Usually much better and more satisfactory work 
may be done with a good short-nibbed gold pen. When 
writing with a pencil, a rather soft and fine-grained 
lead should be selected. Both pen and pencil should 
beheld more nearly upright than in writing Longhand. 
With the pen or pencil so held, one is least apt to 
shade letters unintentionally. 



21 
LESSON VIL 

PHRASING* 

J 4 In Shorthand the outlines for words are frequent- 
ly joined: that is, the outlines for two or more words 
are written without lifting the pen or pencil from the 
paper. A considerable degree of speed is gained in 
this way. For example, in the sentence, yot*~never-will 
come-back, En in never should be joined to the Wbrdsign 
for you* Lay, which is the Wordsign for will, should be- 
gin at the end of Ve, the last letter in the Wordsign for 
never, all three words joined by hyphens being written 
without lifting the pen from the paper. The Be in back 
should begin at the end of Kay, the "Wordsign for come* 
Thus, in writing the sentence above, while all the words 
might be written separately, the pen need be lifted 
from the paper bat once in writing the outlines for the 
five words. It will be noticed that the words never, 
will and back, when joined as above, are written below, 
or through the line. This is inevitable where words 
are phrased. Had they been written separately, it 
would have been necessary to have begun each outline 
so that the first upright letter in each word would rest 
on the line. 

2* The following rules should be observed in the 
use of the principle of Phrasing: 

(1) The first word in a phrase should be written 
in the same position in which it would be placed were 
it written without joining. All the other words joined 
after the initial word, or Leader, as it is called, are 
written without any reference to the line upon which 
the writing is being done. 

(2) Words should never be joined when the last 



22 SHORTHAND 

stroke in the preceding word does not make a distinct 
angle with the first stroke in the following word. 

(3) The last word in one sentence should never be 
joined to the first word of the following sentence, and, 
as a rule,, words separated by any grammatical or rhe- 
torical pause, should not be phrased. 

(4) Proper names should never be joined to words 
preceding or following them. 

3* In order to form a better angle the Wordsign for 
you may be inverted when phrased to any letter with 
which it would not form a good angle when written in 
the usual way, as in you-know and you-never, the sign 
for you should be inverted. 

4* Beginners, as a rule, have a tendency to phrase 
too much. To overcome this, students, until they have 
completed this book, should phrase only such words as 
are connected by hyphens in the exercises. This will 
give the beginner a sufficient insight into the general 
plan of joining words and also actual practice in Phras- 
ing. 

5* The character at the end of the sixth and ninth 
sentences in the translation at the close of this lesson 
is the Shorthand Interrogation Point* 

EXERCISE 7. 

6* Wbtdsigns* 



/ ^ r\ \ L-, U 



I, high, the a, an, advan- Ian- help popular familiar efficient 
aye, eve and tage guage 




November health chapter object change dignity faithful in 

faithfully any 



LESSON VII. 23 

illegible legible perform rather represent-ed reform that ye 

representative year 

7* In order to make use of a number of common 
words in the preparation of the exercises, before the 
principles by which they are written could be intro- 
duced, they are, with their proper outlines, given as 
"Wordsigns* The word that is an illustration. The sign 
given is really a full outline, as will appear in lesson 41. 

8* The, a, an, and and he, have another set of signs 
in addition to the signs already given. They are the 
only words each of which has two signs. The reason 
for this may be explained thus: These are the most 
frequently occurring words in the language, hence they 
are usually represented by what are called Ticks, the 
simplest and most quickly written characters which 
can be formed. Additional speed is also gained by al- 
ways joining these ticks to other outlines. It some- 
times occurs that these ticks cannot be phrased, (and 
they are never used unless they are joined to some 
other word), hence the necessity of the signs already 
given for these words, which may be used without 
joining. They are sometimes called Emergency Signs 
because they are used only in emergencies where, for 
any reason, the tick signs cannot be easily and readily 
formed. 

9* Since these words occur so very frequently, es- 
pecial care should be given to firmly fix in the mind 
each set of these signs. The tick signs are explained 
as follows: 

(1) When joined the sign for the is the same as 
either one of the halves of the sign for L The half of 



U SHORTHAND 

the sign for I used for the may be written either up- 
ward or downward, always selecting the one which 
makes a distinct angle with the word to which it is 
joined* Where either tick of the sign for I will make 
a distinct angle with the letter to which it is joined, 
the one which may be the more quickly written should 
be used. Thus: the-day, the-money, the-name, are 
written as shown in the illustration in section 15 in 
this lesson. In the-day, for example, either half of the 
sign for I, written in either direction, would have made 
a distinct angle with De* The last half of the sign for 
I, written upwards, is used because it is the most quick- 
ly written. 

(2) A, an and and, are represented, when joiued, 
by a horizontal or vertical tick, the sense always clearly 
indicating which one of the three words is meant. One 
should always select the tick which forms the better 
angle with the word to which it is phrased. ' Thus: 
a-day, and-go, and-will, an-enemy, are written as illus- 
trated below. When either the perpendicular or the 
horizontal tick makes a distinct angle, the latter is, 
in most cases, preferable, since it is made in the direc- 
tion in which one is writing. As will be seen from the 
illustrations, the vertical tick is written downwards and 
the horizontal tick from left to right. 

(3) He, when joined, is represented by a slanting 
tick the same as the last half of the sign for L It is al- 
ways written with a downward stroke. Thus: he- will 
and he-may are written as shown below. 

10* The joined signs of a, an, and, the and he have 
no position of their own. Their position is governed 
by the words to which they are phrased. Hence, when 
a phrase begins with any one of these words, the sec- 



LESSON VIL 23 

« 

ond of the joined words is the Leader and is written in 
the same position in which it would be placed if it were 
standing alone. 

\U The, a and an usually begin a phrase and are 
joined to the following word rather than to the preced- 
ing word at the end of a phrase, since these words be- 
long, grammatically, to the following words. This 
rule, however, is not strictly observed. He, also, is 
usually joined to the following word. An<I is joined to 
either the preceding or following word since it belongs, 
grammatically, to both. 

12, When for any reason it is not convenient or any 
of the rules for Phrasing make it impossible to use the 
ticks for these words, then the signs given in the list 
of Wordsigns are used and must be written in the posi- 
tion in which they are there givem It should be kept 
in mind, however, that the joined signs for these five 
words should always be used when it is possible to join 
them because speed is gained by their use, 

J3* It is customary to use only one of the two ticks 
in the Wordsign for I when this word is phrased, that 
half which will make the better angle with the word to 
which it is joined being selected. When the first half 
is joined, it must always be written downwards, and 
the last half, when used, is written upwards, The 
only other tick with which it is identical is that for the 
word the and the sense will always make it perfectly 
clear whether I or the is meant. The tick sign for he 
is always written downwards hence cannot possibly 
conflict with the last half of the sign for I when joined 
as the latter is always written upwards, 

14* The stroke Hay for he is sometimes phrased, 
This is permissable only when both of the following 



m SHORTHAND 

conditions exist: (1) When the tick sign for he does 
not make a good angle and (2), when Hay* the other 
sign for he does, as in he-that. It is only rarely, how- 
ever, that the Wotdsign Hay for he is phrased with 
other words. 

J5* The following will illustrate the examples of 
Phrasing mentioned above : 

/ ^ , ^ 7 , -T-. ^ tS-i^S 

the- the- the- a- and- and- an- he- he- he- 

clay money name day go will enemy will may that 

t6. Phrases. (69—U05.) 

1 Will-you-come, 2 he-may-go, 3 may-you-come. 
4 have-you-many, 5 a-day-may-come, 6 I-think-you-will, 
7 I-will, 8 he-will-make, 25 9 the-advantage, 10 you- 
may-heip, 11 the-day, 12 the-change, 13 help-him, 14 I- 
object, 15 an-illegible, 16 perforrn-your, 17 the-chap- 
ter, 18 your-health, 19 and -rather, 20 will-think, 50 
21 you-reform-them, 22 the-legible-copy, 23 you-repre- 
sent, 21 the-language, 25 the-popular, 26 take-him, 
27 they-niay-go, 28 1-perform. 69 

17* Sentences* (65 — Jj05?) 

1 I-will go-and take-your-money. 2 Yon-say yon- 
know he- will go away? 3 The-copy was-so illegible 
he- will take-it away. 25 4 He-will-take your heavy- 
team. 5 He-came in November and-will perform in 
New-York. 6 I-know yon-will-have money-enough for- 
your 50 November pay-day. 7 You-may take him along 
for I-think he-will-be popular. 65 

IS* It is especially important that the student when 



LESSON VII. 27 

« 

phrasing should keep constantly in mind rule two, giv- 
en in section 2 of this lesson. This refers to angles 
which may be formed distinctly and at the same time 
written rapidly. It frequently happens that two words 
may be joined and a sufficiently clear angle made be- 
tween them if written slowly, while, if written rapidly, 
it could not be distinctly formed. For example, 
pay-enough might be joined and a fairly distinct angle 
formed between Pe and En f if the outline werf written 
slowly, Such distinction could not possibly be clearly 
made when writing at a high rate of speed, A little 
care and observation on the part of the student in such 
cases will prevent his attempting to join words which 
should not be phrased. 



19* Translation* 



■■fr-^-v 




-M-n\-7Kj-7- 



x-1 ),^/L._. A -p-/^L^ A ^r-/d,r 




20* After the student is sure that he has the proper 
reading of the Shorthand exercise to be translated, it 
is an excellent plan for him to copy it many times, 
This will afford splendid drill in the rapid formation of 
Shorthand characters. Such practice should always 



28 SHORTHAND 

be upon matter which the student knows to be correct. 
The student should write these exercises over and over 
again until he is able to form the characters neatly and 
correctly at a rate of sixty words per minute: If he is 
able to attain a higher rate and at the same time form 
his characters distinctly,, giving them the proper Curve* 
Slant and Shade, so much the better. 



LESSON VIIL 

THE S-CIRCLE, 
U The sounds, represented by the strokes Es and 
Ze, are also frequently represented by a small circle 
called the S-Circle* This form of writing s and z is used 
only in connection with some other consonant stroke. 
It may be joined to the beginning or end of any stroke 
either curved or straight, except at the beginning of 
Hay* When written upon curved strokes it is formed 
within the curve. When written upon straight letters 
it must be placed upon the right side of downward 
strokes, upoij the left side of upward strokes and on 
the upper side of horizontal letters. To illustrate, 
the following words are written thus: 

— C L I \> 1 ^» r~x <L^ ^ h 

case face safe base stay mace same sung race clays 

2* When the S-Grcle is written between two straight 
letters which form an angle at their junction, it is 
Written on the outside of the angle, as in desk; when it 
comes between a straight and a curved letter it follows 



LESSON YIIL 29 

« 

the curve, as in passive, and when it occurs between 
two curved letters it follows both curves, if both curve 
in the same direction, as in nuisance* When it cannot 
follow both curves, it may come within either the one 
or the other, as in mason and facility* thus: 



Tusty desk passive nuisance fasten mason facility cousin 

3* For convenience in referring to s or % when the 
circle is used it is pronounced as if it were spelled Iss. 

4* When s or % comes between a sound represented 
by a curved stroke and an l f an exception may be made to 
the rules for the use of El or Lay f if thereby the S-Cir- 
cle, coming between the strokes, may be made to 
come within both curves. For example, missile is writ- 
ten Em-Iss-Lay although the rule calls for the use of El„ 
lesson is written El-Iss-En. 

5* The rules governing the use of the stroke Es or 
Ze and the circle Iss for s or z are as follows: 

(1) When s or z is the first consonant in a word 
and is not preceded by a vowel the circle is used, and 
when a vowel precedes, the stroke Es or Ze is written, 
thus: 



r ) . . ) ^ u 



T 

sale assail sake espy some assume sun assign 

(2) When s or z is the last consonant in a word and 
a sounded vowel follows, or when two separately pro- 
nounced vowels immediately precede, the stroke is 
used; when not followed by a sounded vowel or when a 
silent vowel follows, the circle is used, thus: 

10 



30 SHORTHAND 

race racy police policy nose noisy fuss fussy Lois 

(3) When s or z occurs between two consonant 
strokes in a word the circle is used, except when it is 
not possible or easy to write the circle* In such cases 
the stroke Es or Ze is used. 

EXERCISE 8, 

6. List Words* (60—1:15.) 

1 case, 2 face, 3 safe, 4 slave, 5 vase, 6 pace, 7 soap, 
8 muss, 9 knows, 10 mason, 11 vessel, 12 mislay, 
13 slope, 14fizzle ? 15 speck, 16 some, 17 snow, 18 casing, 
19 guessing, 20 base, 21 goes, 22 toes, 23 gaze, 24 race, 
25 reason, 26 stay, 27 foes, 28 ways, 29 yes, 30 losing, 

31 facing, 32, museum, 33 insane, 34 muzzle, 35 casual, 
86 resign, 37 chosen, 38 basin, 39 unseat, 40 noisome, 
41 gossip, 42 recipe, 43 nuisance, 44 Mexico, 45 desk, 
46 discuss, 47 dismay, 48 disown, 49 missing, 50 inside, 
51 chosing, 52 disobey, 53 insanity, 54 Minnesota, 
55 loosen, 56 Thomas, 57 surface, 58 swung, 59 sup- 
pose, 60 slow, 

7* "Wordsigns, 

^l^r^ v ^r \ ^l_ 

i v^ 

as, has is, his always acknowledge New- York-City public knowledge 

publish 
published 

c \ \ ^, (y / 

several special subject something sufficient advantageous 
Savior spoke sufficiently 



LESSON VIII. 81 

£. U_ L LA^, /__ 



electric for-the-purpose-of February for-sake January 

electricity for-the-sake-of 

8* Phrases* (60— J.) 

1 Has-he-come, 2 he-is-away, 3 is-that-yours, 4 he- 
may-acknowledge, 5 several-days, 6 special-case, 7 will- 
take-something, 8 has-no-knowledge, 9 will-be-suffi- 
cient, 25 10 will-forsake-hini, 11 niay-always-be, 12 
make-him-stay, 13 in-the-museura, 14 will-disown-him, 
15 was-some-reason, 16 a-high-desk, 17 discuss-the* 
case-now, 50 18 he-was-insane, 19 will-stay-away, 20 
disobey-him, 21 many-foes. 60 

9* Sentences* (J03— Jj4Q.) 

1 T he-slave will-take-your music-box into-the-city* 
2 Will-you-acknowledge he-has some-rights in-such a- 
case? 3 He-will forsake-you. 26 4 He-has-no knowledge 
that will help us in-this-case. 5 The-police will arrive 
Saturday, and-take Thomas Jackson into custody, 6 
In January James 50 will-arrive in New- York-City, and- 
will-take passage for Cuba. 7 That-is sufficient so- 
you-may go-ahead. 8 Several public officers will-take 75 
the-electric road in Jackson. 9 Somebody may-carry 
Nellie Johnson's music-book away. 10 He- will always 
stay in Chicago, Illinois, and-will-be a-subject 100 for 
the-asylum. 103 

10* In translating Shorthand writing, the student 
will be able to make more rapid progress, if, when he 
comes to an outline which troubles him, he will not 
stop and puzzle over it, but will drop it for the time 
and go on until he gets the connection. By doing this 
the difficult word or phrase will in almost every in- 
stance come to him without further effort. 



32 SHORTHAND 



\ f . Translation. 



,^ ^\r^l^ ^ 7 





iri lkr/-/- ^ T-z ir ic, ,-/- e ^ t 




P^T 



^ *^^l ^ r^ ^ _ 



LESSON IX. 

LONG VOWELS. 
U As has already been stated, the vowels are not usu- 
ally inserted in Shorthand outlines. It is seldom neces- 
sary to actually insert or indicate the vowels except 

(1) In cases where a word is used in some unusual way, 

(2) Where an unusual word occurs, (3) In the very few 
instances where the consonant outline is the same for 
two or more words any one of which would make sense. 
In such cases a word may be made perfectly clear by 
inserting or indicating the principal or accented vowel 
in the word. In order to insert or indicate vowels 
readily in the rare instances where legibility requires 
their use, they must be learned thoroughly. The 
vowels are represented by light and heavy dots and 



LESSON IX. 33 

dashes placed beside the consonant strokes, 

2. They are designated as first, second and third 
place vowels, that is, a dot or a dash placed beside the 
Beginning of a stroke is called a First Place vowel, A 
dot or a dash placed beside the Middle of a stroke is 
called a Second Place vowel and a dot or a dash placed 
beside the End of a stroke is called a Third Place vowel, 

3* Long Vowels are represented by Heavy Dots and 
Dashes. 

4* The Long Vowels given in this lesson are as fol- 
lows: 

E, as in see, First Place Dot; A, as in dame, Second 
Place Dot; A t as in park t Third Place Dot; Aw, as in saw, 
First Place Dash; O, as in low, Second Place Dash; OO, as 
in cool, Third Place Dash* 

5. The student should note particularly that a first 
place vowel, if written beside letters formed with an 
upward stroke as Hay, Lay or Ray, is written at the 
bottom of these letters since first place vowels are 
placed at the beginning of strokes and not necessarily 
at the top of upright letters. 

6* The following words will show the different posi- 
tions of the Long Vowels: 

ILLIVU/'J £_ X_t-\ 



See peek dame aid barge palm saw paw low poke cool coop 

7* It will be seen that the dashes are written at 
right angles to the strokes with which they occur. 
They should always be so placed. When a vowel 
comes before an upright consonant it should be written 
to the left and when it follows, to the right of the con- 
sonant stroke. When a vowel precedes a horizontal 



U SHORTHAND 

letter it is written above and when it follows, it is 
placed below the consonant stroke. 

8* When a vowel occurs between two consonants it 
becomes possible to write it either following and be- 
side the first stroke or preceding and beside the second 
stroke. The following rules should be observed in 
writing Long Vowels, when they occur between two con- 
sonants and it becomes necessary to insert them: 

(1) When a First Place or Second Place Long Vowel 

is used between two consonants it should be placed 
beside and after the first of the two strokes as in peek, 
dame, poke* 

(2) When a Third Place Long Vowel is used be- 
tween two consonants it should be placed beside and 
before the second of the strokes between which it 
occurs as in barge, cooL 

9* These rules should be thoroughly committed to 
memory since the vowels are so seldom used that the 
rules relating to them will easily be forgotten unless 
firmly fixed in the mind. 

10. The reason for always placing all First Place 
vowels beside the first and all Third Place vowels be- 
side the second stroke when used between two conson- 
ants is to avoid having vowels occur in angles. In 
such a position it would be impossible to tell whether a 
vowel is intended as a third place vowel beside the 
first stroke or a first place vowel beside the second. 

f J* For exercise in the use of the vowels the list 
words in this lesson are to be written from fifty to one 
hundred times, if need be, to enable the student to 
write them readily and accurately in the time specified. 
They should then be read as often as written. 



LESSON IX. 35 

EXERCISE >♦ 
J2. List Words. (40—2:15*) 

1 Jaw, 2 sue, 3 tomb, 4 pay, 5 no, 6 may, 7 heap, 
8 gape, 9 peep, 10 league, 11 team, 12 ream, 13 tar, 
14 tool, 15 peak, 16 poke, 17 rope, 18 bar, 19 rogue, 
20 reek, 21 cape, 22 roam, 23 calm, 24 lark, 25 pale, 
26 gale, 27 pour, 28 knoll, 29 joke, 30 Paul, 31 porch, 
32 make, 33 vale, 34 oat, 35 sheep, 36 kneel, 37 coke, 
38 vague, 39 bore, 40 tame. 

J3. The signs for on and should, in the following list 
of Wordsigns, are written with upward strokes. All the 
other tick signs are written with downward strokes. 

1 4* Wordsigns. 

\ ' ^ \ I ' ■ 

. ^ I / N I L^ 

of to or but on should all too al- before ought who 

two ready oh, owe 

-^ -/ ^—^ e ^ — 

how much whom thing single ah awe magazine 

home English • 

15* The word much is sometimes written in full (Em- 
Chay). This is done when it is desired to phrase it 
and the Wordsign, Chay, will not form a distinct angle 
with the preceding letter. For example, the phrase so- 
much may be written more quickly by joining the words 
and writing much Em-Chay than to use Chay alone for 
much and disjoining it as would be necessary if Chay, 
the Wordsign for much, were used, 

16. Phrases. (60— U) 

1 Of -my, 2 of -that, 3 all-my-money, 4 to-make, 5 to- 
think, 6 to-choose, 7 to-arrive, 8 two-checks, 9 too- 
much-money, 10 or-go, 11 already-going-back, 25 



36 SHORTHAND 

12 coine-or-go, 13 before-going, 14 on-that, 15 on-that- 
day, 16 on-top, 17 you-should-take, 18 before-tbat, 
19 should-think, 20 who-came, 21 much-money, 22 how- 
many, 50 23 single-thing, 24 should-take-it, 25 who- 
came, 26 who-may-come. 60 

J 7* Whenever possible the student should have 
some one read the exercises to him when he practices 
upon them, since it is better for one to learn to write 
from dictation than by copying. 

18* Sentences* (J04— 1:45*) 

1 He-will sell all of -his potatoes in-the-city. 2 I- will 
receive many-times as-much f or-my poem as James will 
for-his. 25 3 Is-he-coming and-how-many will he take? 

4 They should-think of all things before they-leave. 

5 I-suppose he-will-never go. 6 They 50 pay a-low rate 
for coal. 7 You ought to-go and-take-your lesson in- 
this subject. 8 I-will-inform them of-the-rate. 9 Jos- 
eph 75 should-talk less or he ought-to-leave the-society. 
10 I-am-going so you-will-have to-come away. 11 I 
rarely take-your carriage 100 as I-dislike-it. 104 

19* Translation* 




f 



r^xC^-4. sis, a . (a r ,-7- 1 s\ ^o 




•37 
LESSON X. 

REVIEW. 

1. Questions: 

(1) What class of words are represented "in Short* 
band by abbreviated outlines-, or Wcrdsigns? 

(2) Are the Longhand abbreviations commonly 
xised? 

(3) About how many words are represented by 
abbreviated outlines, or Wordsigns^ in Shorthand? 

(4) Are the outlines for words, for which there 
are Wordsigns, ever written in full? 

(5) How do you write outlines for words derived 
from primitives represented by "Wordsigns? Give four 
illustrations. 

(6) What part of the outline for a word, for which 
there is a "Wordsign, usually constitutes the sign? 

(7) What is the purpose of Phrasing in Shorthand? 

(8) When several words are joined by Phrasing 
which word governs the position of the phrase? 

(9) What is the word which governs the position 
of a word called? 

(10) Can the second and following words of a 
phrase be given any special position in reference to the 
line? 

(11) What is the rule in regard to the angle which 
must be made between the words in a phrase? 

(12) Is it proper to phrase the last word in a 
sentence with the first word in the following sentence? 

(13) Should proper names ever be phrased with 
other words? 

(14) What is the usual tendency with beginners in 
the use of the principle of Phrasing? 



m SHORTHAND 

(15) What method has been adopted in this book 
to give students proper practice in Phrasing? 

(16) Name the five words for which there are two 
sets of Wordsigns* 

(17) What is the object oi* having two sets of signs 
for each of these words? 

(18) What effect does it have upon the position of 
a phrase to have it begin with one of the words which 
has two signs? 

(19) Which of these two sets of signs is the more 
commonly used? 

(20) Describe each of the two signs for the words 
which have two signs, 

(21) When both of the tick signs for a, an or 
and make a distinct angle with a word which should 
be given the preference? 

(22) In what direction is the tick sign for he 
alw T ays written? 

(23) Why should the joined signs, or ticks, always 
be used when it is possible to use them? 

(24) When the Wordsign for I is phrased how is it 
usually written? 

(25) Under what conditions is it allowable to use 
the stroke Hay for the word he in Phrasing? Give an 
example, 

(26) In what way besides the use of the strokes 
Es and Ze may the sounds of s and % be represented? 

(27) Is the S-Circle ever used to represent s or % 
except when written in connection with some stroke? 

(28) When used with straight letters upon which 
side of the letters must it be written? 

(29) Upon which side of curved letters? 

(30) When the S-Circle comes between two straight 



LESSON X. 89 

letters which form an angle where is it written? 

(31) When between a straight and a curved letter? 

(32) When between two curved letters? 

(33) In referring to the 3-Circle sign for s or z how 
do we distinguish it from Es or Ze 3 the names of the 
strokes? 

(34) When s or z is the first consonant in a word 
when must the stroke and when must the circle be 
used? 

(35) When s or % is the last consonant in a word 
when must the stroke and when must the circle be used? 

(36) When s or z comes between two other con- 
sonants in a word which sign is usually used? 

(37) When Iss comes between two curved letters 
one of which represents the sound of L, which is used 
El or Lay? 

(38) In what cases is it necessary for vowels to be 
inserted? 

(39) Name all the long vowels and describe the 
character by which each is. represented, 

(40) What is meant by First Place, Second Place and 
Third Place vowels? 

(41) Is a First Place vowel always written at the 
top of upright consonants beside which it may be placed? 

(42) How are the dash vowels written in reference 
to the strokes beside which they are placed? 

(43) When a vowel is to be read before a conson- 
ant on which side of upright and on which side of 
horizontal letters must it be placed? 

(44) Where must a vowel be placed when it is to 
be read after a consonant? 

(45) When a First Place Long Vowel is written be- 
tween two consonants beside which must it be placed? 



40 SHORTHAND 

(46) When a Second Place Long Vowel Is written 
between two consonants where must it be placed? 

(47) When a Third Place Long Vowel is written be- 
tween two consonants beside which stroke must it be 
written, 

(48) Why is it necessary to place Third Place long: 
vowels beside the second of the two consonants between 
which they occur? 

EXERCISE 10. 

2, List Words. (48—50.) 

Picnic lady comic heavy honey assign edge keg 
comedy poke guinea joke army ferry delay hurry 
power rogue face slave knows mason fizzle guessing 
yes 25 muzzle resign chosen basin noisome nuisance 
disown Minnesota suppose gape poke rope rogue 
roam gale pour knoll joke porch vale coke bore 
tame 48 

3* Wotdsigns* 

( ) j i i /- j L^_ 

them was shall have for which come usual think essential 

usually essentially 



c / 



K 



together never your he especial are regular irregular 

especially 



— Ol 



s- \— -r 



become you notwith- peculiar New- York will him 

standing peculiarity 



ITES'SON "X. 41 



/,, r\ \ U. W 



V 



I. high, the a, an, advan- Ian- help popular familiar efficient 
aye, eye and tage guage 



n i \ 



{ > / ' \ 



November health chapter object change dignity faithful in 

faithfully any 



-f 



illegible legible perform 7-ather represent-ed reform that ye 

representative year 

■o ' A ~7 f \ J£ 



T-\ 



as, has is, his always acknowledge New- York- City public knowledge 

publish 
published 

C \ \ ^ . U L 

several special subject something sufficient advantageous 
Savior spoke sufficiently 



electric for-the-purpose-of February for-sake January 

electricity for-the-sake-of 

\ f < ■ " \ I f 

\ I / - V _~ i ,._ / 

of to or but on should all too al- before ought who 

two ready oh, owe 



-A- 



how much whom thing single ah awe magazine 

home English 



42 SHORTHAND 

4* Phrases. (50— 55.) 

Will-you-come, he-may-go, may-you-come, have-you- 
many, a-day-inay-come, I-think-you-will y I-will ? he-will- 
make 25 ' the-advantage ? you-inay-help, the-day, the- 
change y help-hiin, I-object, an~illegible, perform-your ? 
the-chapter, your-health, and-rather, may-go/ 5 ® 

5. Sentences. ( \ 39— 2:20*) 

1 I- will go-and take-your-money, 2 You-say you- 
know that he-will go away. 3 The-copy was-so illegi- 
ble he-will take-it. 25 4 He-will-take your heavy-team. 

5 The-slave will-take-your music-box into-the-city. 

6 Will-you-acknowledge he-has some-rights in-such 50 a- 
case? 7 He-will forsake-you, 8 He-has-no knowledge 
that will help us in-this-case, 9 He-will sell-his pota- 
toes in -the -city. 75 10 I-will receive many-times as-much 
lor-my poem as James will for-his. 11 Is-he-coming 
and-how-many will he take? 12 They 100 should-think 
of all things before they leave. 13 I-suppose he-will- 
never go. 14 They pay a-low rate for coal. 15 You 
ought to-go 125 and-take-your lesson in-this subject, 
16 J -will-inform them of-the-rate. lg9 



LESSON XL 

SHORT VOWELS- 
U The Short Vowels are represented by Light Dots 
and Dashes in the same positions as the Long Vowels. 
They are as follows: I as in sit, First Place Dot; E as in 
net. Second Place Dot; A as in sat, Third Place Dot; O as 
in lot, First Place Dash; U as in cut, Second Place Dash; OO 



LESSON XL 43 

as in look. Third Place Dash* 

2* The following illustrations show the use of the 
Short Vowels: 



T-\_-/m 



pick ill sit egg beg edge map ask rock bok 



tuck luck hug look hook book 

3* With one exception, the rules for placing the 
Short Vowels beside the strokes, when occurring be- 
tween two consonants, are exactly the same as those 
for the Long Vowels* 

4* The exception is in the rule governing Second 
Place Short Vowels when used. A Second Place Short 
Vowel, when written between two strokes, is put beside 
and before the second consonant. The following is a 
summary of the rules for placing both Long and Short 
Vowels when used between' two consonant strokes: 

(1) All First Place Vowels, long or short, and Long 
Second Place Vowels are written beside the first conson- 
ant. 

(2) All Third Place Vowels, long or short, and Sec- 
ond Place Short Vowels are written beside the second 
consonant. 

5* When two separately pronounced vowels are 
written between two consonants, as in Lewis, or when 
two separately pronounced vowels either precede or 
follow a single consonant, as in Leo, the vowel occurring 
first in the order of pronounciation is written near the 
consonant and the second vowel slightly removed from 



44 SHORTHAND 

the consonant. For example in Lewis the Long Vowel oo 
coming first is written beside and near the Es and the 
Short Vowel i is written beside the Lay but fully an 
eighth of an inch from it. 

EXERCISE U. 

Using both Long and Short Vowels write the following 
words : 
6. List Words. (4f— f:30-) 

1 Marrow, 2 sell, 3 mob, 4 lap, 5 essay, 6 lip, 
7 pony, 8 funny, 9 Leon, 10 dairy, 11 big, 12 putty, 
13 lazy, 14 bag, 15 dig, 16 rug, 17 tare, 18 petty, 
19 dare, 20 tick, 21 pitch, 22 catch, 23 eg£, 24 edge, 
25 smudge, 26 budge, 27 engage, 28 dumb, 29 allay, 
30 fellow, 31 pith, 32 ledge, 33 look, 34 rock, 35 lock, 
36 tuck, 37 knock, 38 nook, 39 smack, 40 rack, 
41 deck. 

7* Wordsxgns* 

- ; - » v. - -. ^ 

A. M. advertising common dollar ever give hear however 
advertisement given here 

advertise-d, had her 



-/ ^v 



\~ / . ^- ^A . 



large must-be now P. M. watch income forthwith nothing 

8. Phrases* (45—40.) 

1 An-edge, 2 will-engage-them, 3 however-much, 
4 in-the-buggy, 5 will-sell-it, 6a-funny-sight, 7a-lively- 
pony, 8 a-large-egg, 9 on-the-ledge, 25 10 a-petty-case, 
11 in-the-rack, 12 a-large-rock, 13 anything-may-do, 
14 you-may-think, 15 that-must-be, 16 go-forthwith. 45 



LESSON XL 45 

9. Sentences* (J48— 2:25/) 

1 James may-leave f or-the-city on the-fourth of July. 
2 You-should take-advantage of-his-knowledge. 3 They 
advertise oats and-hay for sale. 25 4 Come here before 
two P. M. and-take all-your-money. 5 Study-the Eng- 
lish-language thoroughly and-you-will succeed in-this 
subject. 6 Thomas Smith 50 will-take the-carriage and- 
keep-it for-two- weeks. 7 So it-must-be that-you are- 
going to- take your oats to the-depot. 7 * 8 Will any-of 
the-officers take-advantage of the-error? 9 Nothing 
was-said of the-change of-time for-his office duties. 
10 They raise many 100 Guinea pigs for sale. 11 Take 
away your-stock Tuesday for I-shall occupy all-the- 
room. 12 That was a-common-thing for Ezra to-go 125 
away and-stay a-day or- two. 13 He-never says before 
he-goes that-he- will-stay away for so-long-a-time. 148 

J(X Translation* 



-/•^au; \as\- 4^ c ,- k > y 




*<;/>' ^ 






14 



46 SHORTHAND 

LESSON XIL 

DIPHTHONGS, 

f. in addition to the simple vowels already ex- 
plained, we have the following Diphthongs: 

2* Oi, as in toil; Wi t as in wife, written in the first 
position; and Ow as in vow, written in the third posi- 
tion* Long I is treated as a Diphthong and is repre- 
sented by a character like the Wot dsign for the pronoun 
L It takes the first position. The Diphthongs are illus- 
trated as follows: 

\ y \ v i trn, 

boil oil boy wife wide twice tile ice endow 

( 1 -\ ^ -X -t /* /- . t 

fowl idea wipe wire invoice envoy row joy cow cowl 

3* When any one of the First Place Diphthongs pre- 
cedes and forms an angle with the first consonant in an 
outline, or the Third Place Diphthong follows and forms 
an angle with the last consonant in an outline, it should 
be joined, as shown in the illustrations above. In no 
other instance are the Diphthongs ever joined. 

4* The rules governing the long and short vowels 
when used between two consonant strokes apply to the 
Diphthongs given in this lesson. 

5* The student should write and rewrite the words 
given in this and the preceding lesson many times, in- 
serting the Vowels and Diphthongs, wherever they oc- 
cur, in each word, until he is thoroughly familiar with 
their use. 

6* The Diphthongs, like the simple vowels, are sel- 



LESSON XII. 47 

dom inserted. It is however important that they be 
thoroughly committed to memory in order that, in the 
few cases in which they must be written, they may be 
inserted readily. The fact that a character is seldom 
used is apt to lead the student to slight it. He should, 
rather, give it especial attention. If he does not do so 
he is certain to be unable to recall it readily when he has 
urgent need to use it quickly. 

EXERCISE 12. 

Using the Diphthongs write the following words: 

7* List Words. (40—1:15.) 

1 Pipe, 2 pike, 3 dime, 4 chime, 5 rhyme, 6 boy, 
7 toy, 8 coy, 9 alloy, 10 boil, 11 coil, 12 tile, 13 guile, 
14 mile, 15 soil, 16 revile, 17 loyal, 18 row, 19 vow, 
20 cow, 21 envoy, 22 fowl, 23 thigh, 24 dire, 25 hie, 
26 towel, 27 wipe, 28 wide, 29 wife, 30 wire, 31 dye, 
32 pile, 33 toil, 34 cowl, 35 royal, 36 invoice, 37 joy, 
38 voyage, 39 vouch. 40 type. 

8* Wordsigns. 

• . ' . ( g — j ^— 

we were what would hath as-well-as mistake wish Ohio 

with thank 

youth 

9. Phrases. (67— f:05*) 

1 That-dike, 2 an-envoy, 3 a-towel, 4 make-them, 
5 they-rnay-go, 6 I-have-enough, 7 you-enjoy, 8 you- 
will-endow, 9 take-the-cow, 10 he-may-come, 25 11 you- 
revile-him, 12 and-say-you-will, 13 I-see-how, 14 on- 
the-pike, 15 hear-the-chime, 16 he-will-die, 17had-a-toy, 
18 a-heavy-in voice, 50 19 a-funny-fellow, 20 what-do-you- 
say, 21 a-heavy-stock, 22 will-you-come-up, 23 he- 
goes-away. 67 



48 SHORTHAND 

I ()♦ Sentences* ( J 86 — 3*) 

1 The-two will-take the-pole and-carry the-pail along. 
2 They both think that two-hours' study a-day is 
enough for-this subject. 25 3 In-this they-make a-mistake 
for-all should-give eight-hours a-day to-this study. 
4 They both go to Duluth, Minnesota, and-will 50 engage 
in-business in-that large city. 5 Take-time enough 
today and-never-leave a-thing for tomorrow which-it-is 
your duty to-do 75 today. 6 He-always-goes on Satur- 
days to-the-city for some oat-meal and-eggs to-eat. 
7 The-electric road may-reach-here in-four 100 months 
and-all will take-a-ride to-the-city. 8 Should you-sell 
your cow you-will have to go for-milk to Joseph 
Thompson's 125 dairy and-pay a-high rate. 9 Your-son 
took the-pail and-jug to-the-farm and-will hurry and- 
come-back home. 10 Any-boy 150 who-will-stick to-his- 
task faithfully will succeed in-his-business in-time. 
11 You-may fetch us a-case of herring today. 12 Have 
same 175 come via the-electric road as-the-rate is much 
lower. 186 

\ U Translation* 



49 
LESSON XIIL 

CONSONANT POSITION. 

U As has been explained before, the vowels are 
very seldom inserted in actual reporting. Usually the 
Consonant outline and the Context are all that are 
required to secure legibility. However, constructions 
sometimes occur where in addition to the outline and 
context the Accented Vowel is necessary in order to 
obtain the exact meaning. To actually insert this 
vowel would often require too much time. In such 
cases where legibility requires that the Accented Vowel 
be known, it is seldom necessary to actually insert it. 
By the use of what is called Consonant Position, the ac- 
cented vowel may be Indicated, thus saving the time 
which would be required to insert it. 

2* There are Three Positions for consonant outlines ; 
1, above; 2, on; and 3, through or below the line. These 
correspond to the Three Vowel Positions* By means of 
these three positions it is possible to indicate wiiether 
the Accented Vowel in a word is First, Second or Third 
place. 

3* In reference to position, outlines are divided into 
two classes. 

(1) Those which contain one or more upright 
letters. These are called Upright Outlines* 

(2) Those which are composed entirely of horizon- 
tal letters. These are called Horizontal Outlines* 

4* An Upright Outline is in the First Position when the 
first upright letter rests one-half the length of Te 
above the line upon which the writing is being done. 
Horizontal Outlines in the First Position are placed a full 
length of Te above the line. An Upright Outline is in 



15 



50 SHORTHAND 

the Second Position when its first upright letter rests on 
the line. Horizontal Outlines in the Second Position are 
just above the line. An Upright Outline is in the Third 
Position when its first upright letter rests one-half a 
space below the line. Horizontal Outlines in the Third 
Position are immediately below the line. 

5* The purpose of position is to enable the reporter 
to indicate the principal or accented vowel in a word 
thus saving the time it would take to insert it. If a 
word is used in such a connection that it is necessary 
to show what its principal vowel is in order to make it 
clear, it may be done more quickly by the use of posi- 
tion than by actually inserting the vowel. 

6* If the Accented Vowel is First, Second or Third Place, 
it may be indicated by writing the outline in the First, 
Second or Third Consonant Position* Thus the sentence, 
He was living on the farm might, when written in 
Shorthand, be translated, He was levying on the farm* 
Such danger of ambiguity would readily be overcome 
by writing the outline for living, if that were the word 
desired, in the First Position* They are taking too much, 
and They are talking too much would be another case 
where ambiguity might result. All danger would be 
avoided by placing the word talking, the accented 
vowel of which is first place, in the First Position, if the 
sentence with that word were used. 

7* Examples of first and third position outlines: 

^— ^ ^v/V^^l vt 

miring meekness museum apology pealing falsity fealty 
purity nuisance abuse absence mooring refuse foolish boorish 



LESSON XIII. 51 

8* The scheme of position is used to save the time. 
which would be required for the insertion of accented 
vowels where necessary to avoid ambiguity. This is 
most apt to occur where one of the three following con- 
ditions exists. 

(a) Where an outline is the same for two different 
words, either of which would make sense where used. 

(b) When some unusual word is used. 

(c) When a common word is used in an unusual 
manner. 

Just where these conditions would lead to ambigu- 
ity by writing outlines of words, with first or third 
position accented vowels, on the line is a question each 
one must settle for himself. Even in the illustrations 
given above, what precedes would in most cases make 
it perfectly clear whether Lay-Ve-Ing meant living 
or levying, or whether Te-Kay-Ing meant taking 
or talking* Consequently the following general rule 
only can be given: 

If it is evident that a word with either a First or 
Third Place Accented Vowel, would in some particular 
connection be ambiguous if written on the line, it 
should be written in the position of its accented vowel. 
9* Stenographers will find, as they write more and 
more, they will need to make less and less use of 
consonant position. 

JO* Outlines for Single Syllable Words are always the 
most difficult to read because of the fact that they con- 
tain but few consonants. It is coming to be the custom, 
therefore, with many writers to give outlines for such 
words the position of their vowel. This is an excellent 
rule to follow. When outlines are actually vocalized 
they should always be written in the second position. 



52 SHORTHAND 

J U With Wot dsigns the rule is always to give them 
the position shown in the text when they are written 
alone or when they begin a phrase. 

EXERCISE 13* 

The following are a few of the words which the 
reporter will find it necessary most frequently to place 
in position: 

12. List Words* (52— U20) 

1 Occupy, 2 abide, 3 joyous, 4 deity, 5 assign, 6 talk- 
ing, 7 lively, 8 icy, 9 meekness, 10 boiling, 11 ally, 
12 sighing, 13 living, 14 filing, 15 enjoy, 16 seating, 17 un- 
seat, 18 easily, 19 rocking, 20 ticking, 21 bower, 22 un- 
tie, 23 poising, 24 July, 25 purity, 26 allow, 27 purify, 
28 envoy, 29 invoice, 30 incite, 31 eulogy, 32 issue, 
33 nuisance. 34 music, 35 entomb, 36 endow, 37 endue, 
38 tower, 39 power, 40 imbue, 41 carouse, 42 espouse, 
43 atom, 44 museum, 45 unloose, 46 honesty, 47 slightly, 
48 aloud, 49 aloof, 50 poorly, 51 nuisance, 52 unseen. 

13* Wot dsigns* 

acquit because be- catho- etc. continue domestic disadvantage 
acuto yond lie 

M ~\ /L y A 1/7 kn \ ^_ 

Decern- expect ex- en- Europe false- failure hope howsoever 
ber expected change large hood happy 

7*7- -v. ^ - in v 

holy holiness happiness highly highway hence height higher company 



LESSON XIII. 53 

« 

14. Phrases. (64— J.) 

1 I- will, 2 he-is, 3 my-life, 4 is-he, 5 he-said, 6 due- 
you, 7 by-that, 8 by-which-uiany, 9 by-doing-so, 10 a- 
poor-reason, 11 give-me, 25 12 give-his, 13 keep-cool, 
14 if-they, 15 I-like, 16 I-feel-nothing, 17 I-have-noth- 
ing, 18 it-is-long, 19 due-many-months, 20 will-you- 
come, 21 you-come, 50 22 he-may-go-up, 23 as-that-is, 
24 has-he-come-back, 25 will-take-him. 64 

i 5* Sentences* (2 \ 4 — 3:30*) 

1 If-you-will come-back he-will give-up all-your 
books and-money. 2 I-think I-will come-back in De- 
cember and-I-may 25 come in November. 3 The-jury 
will acquit-him. 4 Because-of the-loss he-will never 
come-back. He-goes-to Europe in-company with-his 50 
cousin who-lives beyond the-lake. 6 1-expect to ex- 
change my house or enlarge it in-the- summer. 7 She- 
is a-domestic at Ezra Thompson's. 75 8 He-is-at a-clis- 
advantage so he-will soon leave with a-new-company. 

9 He-will make a-failure if -he stays in-the-city. 100 

10 Hence I-think he-would-be much happier if-he-would- 
make a-change. 11 The-chimney is so high it-may fall. 
12 I-hope-you 125 will-have much happiness in-your new- 
home. 13 Howsoever much-you may wish to you- 
should never give-your cousin cause to feel that-he 150 
has-to look to-you for a-living. 14 You-should look 
him right in the-eye and-say to-him that-you deny the- 
f alsehood. 175 15 I-think you-will never make a-success 
if-you give but four hours to the-study each day. 
16 Ship to-me to-day eight 200 reams of -fair stock f or-my 
office use and-six reams for our factory. 214 



54 



SHORTHAND 



.J 6. Translation. 














/! 



^T^-^^'V^ 



X^ 



^ y — <\ \ y ^ 10 /n^-^ 



\ * — o A-ft> 



LESSON XIV. 

THE SEZ-CIRCLE, 

J. The consonant sounds of Es and Ze, or some combi- 
nation of these two sounds, frequently occur in succes- 
sion in the same syllable. When these two consonants 
so occur they are represented by what is called the 
Sez-Circle* This is a circle made several times larger 
than the S-Circle* The Sez-Citde is written upon the 
same side of strokes as the S-Circle* 

2* It is permissable if two syllables are sounded 
very closely together as in races to use the Sez-Circle 



LESSON XIV. 55 

« 

for Es-Es, Es-Ze t Ze-Es or Ze-Ze, the first of which occurs 
at the end of one syllable and the second at the begin- 
ning of the following syllable. Care should be taken 
to make the Sez-Circle sufficiently large that there may 
be no danger of mistaking it for the S-Circle. 

3* When a Sez-Circle is followed by the sound of Es 
or Ze it is represented by an S-Circle written within the 
Sez-Citcle as in exercises* 

4* The use of the Sez-Circle is illustrated in the fol- 
lowing words: 



cases races bases Texas system recess Moses empha- sus- exercises 

size picious 

EXERCISE U. 

Write the following words making use of the Szz- 
Circle: 

5* List Words* (40— UW.) 

1 Texas, 2 races, 3 f aces, 4 doses, 5 houses, 6 molasses, 
7 bases, 8 loses, 9 success, 10 nuisance, 11 exercise, 
12 bosses, 13 system, 1-4 fences, 15 lances, 16 chases, 
17 vaces, 18 invoices, 19 causes, 20 accessory, 
21 masses, 22 emphasis, 23 kisses, 24 laces, 25 noses, 
26 pieces, 27 roses, 28 exist, 29 suspicious, 30 maces, 
31 necessary. 32 access, 33 amuses, 34 resist, 35 rises, 
36 analysis, 37 subsist, 38 desist, 39 necessity, 40 re- 
fuses. 



6* Wordsigns* 



Lo 0.. ? 



this-is gives-us is-such is-said loves-us takes-us as-soon-as is-as. is- 

his. his- 
has. his-is 



56 SHORTHAND 

n ^ _> *- ^~ 1 r> ^ 

as-is is-seen influence signify insignifi- idea lawyer mostly 

as-has signature cant may-as- 

has-his significant well 



:±l 



\^~ ^ I 



neverthe- postofiftce postmark half this-system 

less 

7. Phrases* (75—1:15.) 

1 He-leases, 2 you-niay-exist, 3 iny-fuses, 4 it-is- 
necessary, 5 many-successes, 6 your-successor, 7 they- 
subsist, 8 I-may-desist, 9 a-necessity, 101-insist, 11 my- 
exercises, 25 12 are-suspicious, 13 our-exercises, 14 took- 
the-axis, 15 pick-the-roses, 16 took-an-excess, 17 you- 
are-suspicious, 18 in-my-success, 19 take-some-laces, 
20 will-you-desist, 50 21 he-exists, 22 he-will-desist, 
23 will-take-the-masses, 24 he-gives-us, 25 this-is-time, 
26 this-system-goes, 27 is-such-a-thing, 28 his-has- 
come. 75 

8* Sentences* ( 1 75 — 2:50*) 

1 Those faces are-familiar to-me. 2 His influence 
on-this-system is-such that-you-will have to-acknowl- 
edge it. 3 I- will go-back-to 25 the-depot and- take the- 
lawyers cases to the-postoffice in-time for the-mail. 
4 It-is-said that-he-will go-to Iowa 50 this fall and-stay 
six weeks. 5 He-may-as-well come-back, nevertheless, 
for-all of -his influence will-avail nothing. 6 It-is 75 sig- 
nificant that-his ideas on-postoflice affairs are always 
wrong, notwithstanding his long and-thorough study 
of-that business. 7 He-loves-us 100 though we-do-make 
many mistakes in-our easy lessons. 8 As-soon-as you 
take up the-study of the-new oil business I-will 125 help- 



liEBSO^T XV.. 57 

you hy taking some stock in-it and-by giving-you all 
the-advice which-you-may desire. 9 The-youth will- 
make a-success 150 of-his study of-this-system of-book- 
keeping as«soon-as you give-him a-job to~help with the- 
feooks in-your office- 17 * 
9* Translation* 








LESSON XV. 

REVIEW. 

U Questions: 

(1) How are the short vowel signs distinguished 
from the long vowels? 

(2) When a short first place vowel is written be- 
tween two consonant strokes^ beside which must it be 
placed? 



58 SHORTHAND 

(3) When a short second place vowel is written 
between two strokes beside which must it be written? 

(4) When a short third place vowel is written be- 
tween two strokes where roust it be placed? 

(5) How do these rules differ from those given for 
placing the long vowels between two consonant strokes? 

(6) When two separately sounded vowels must be 
Written between two consonant strokes where must 
each of them be placed? Give example. 

' (7) What is the rule when two separately pro- 
nounced vowels must be written beside a single conson- 
ant? Give example. 

(8) Name the diphthongs given in the lesson on 
diphthongs, 

(9) Give position of each, 

(10) May any of these diphthongs ever be joined 
to the stroke before or after which it occurs? 

(11) If so, give an example of each diphthong so 
placed, 

(12) What is the rule for placing diphthongs be- 
side the consonants when occurring between two con- 
sonant strokes? 

(13) How may vowels sometimes be indicated thus 
making it unnecessary to write them? 

(14) How many consonant positions are there? 

(15) Name them. 

(16) Where is an outline written when placed in 
the iirst position? 

(17) When in the second position? 

(18) When in the third position? 

(19) Are horizontal outlines when in the first or 
third position written the same distance from the line 
upon which the writing is being done as upright out- 



LESSON XV. 59 

lines? 

(20) What is the purpose of position? 

(21) What vowel in a word is indicated by the 
consonant position of the outline? 

(22) Does the reporter use position more or less 
as he becomes more experienced as a stenographer? 

(23) What is the invariable rule in reference to 
position in writing Wordsigns? 

(24) What does the Sez-Circle represent? 

(25) How much larger than the S-Circle is the Sez- 
Circle? 

(26) Is it ever permissible to use the Sez-Cifcle to 
represent two sounds of Es or Ze in two different sylla- 
bles? 

(27) On which side of the stroke to which it is 
joined should the Sez-Circle be written? 

EXERCISE IS 

2* List Words* (43—55.) 

Essay Leon putty pitch edge smudge engage allay 
pith smack pipe dime rhyme alloy revile loyal envoy 
occupy joyous assign enjoy purity allow carouse es- 
pouse 26 aloud Texas races doses houses molasses 
success nuisances exercise accessory masses emphasis 
pieces suspicious amuses analysis desist refuses, 4B 

3* Wordsigns* 

- / - ' v ^ -^-v 

A. M. advertising common dollar ever give hear however 
advertisement given here 

advertise-d, had her 



i — ^v 



\~ / , c= i-r 



^U 



large must-be now P. M. watch income forthwith nothing 



60 SHORTHAND 



&* 



we were what would bath as-well-as mistake wish Ohio 

with thank 

youth 



acquit because be- catho- etc. continue domestic disadvantage 
acute yond lie 

Decern* expect ex- en- Europe false- failure hope howsoever 
ber expected change large hood happy 



•f 


-r^- 


-NCT 






^ — -r 1 




• xy , | 


holy 


holiness happiness 


highly 


highway 


hence heigl 


it higher 


company 


6 


— D 


z 7 


f 


Ao 


Ld 


9 


O 



this-is gives-us is-such is-said loves-us takes-us as-soon-as is-as, is- 

his. his- 
has, his-is 



<Ls 



1 ^ ^ 



as-is is-seen influence signify insignifi- idea lawyer mostly 

as-has signature cant may-as- 

has-his significant well 

^-\-^±~€ 

neverthe- postoffice postmark half this-system 

less 

4, Phrases, (75— U15.) 
r 1 Will-selLit, 2 a-large-egg, 3 you-may-think, 4 that- 
must*be, 5 an«envoy, 6 they-may~go, 7 I-have-enongh, 
8 you-enjoy, 9 he-may-come, 25 10 I-see-how, 11 he* will- 



LESSON XV, 61 

die, 12 a-heavy-stock, 13 he-goes-away, 14 he-is, 15 he- 
said, 16 by-that, 17 a-poor-reason, 18 give-nie, 19 if- 
they, 50 20 I-have-nothing, 21 you-came, 22 as-that-is, 
23 will-take-him, 24 he-leases, 25 it-is-necessary, 26 I- 
insist, 27 took-an-excess, 28 is-such-a-thing. 75 

5. Sentences (J77— 3:00.) 

1 James may-leave f or-the-city on the-f ourth of July, 
2 You-should take-advantage of-his-knowledge. 3 Will 
any-of the-officers take-advantage 25 of the-error? 
4 They raise many Guinea-pigs for sale. 5 i\ny-boy 
who-will-stick to-his task faithfully will succeed in-his- 
business in 50 due time, 6 You-may fetch us a-case of 
herring to-day. 7 Have same come via the-electric road 
as-the-rate is much lower. 75 8 Hence I- think he-would- 
be much happier if-he-would-make a-change. 9 The- 
chimney is so high it-may fall. 10 Howsoever much- 
you 100 may wish to you-should never give-your cousin 
cause to feel that-he has-to look to-you for a-living. 
11 It-is significant 125 that-his ideas on-postoffice affairs 
are always wrong, notwithstanding his long and- 
thorough study of-that business. 12 As-soon-as you 
take up 150 the-study of the-new oil business I-will help- 
you by taking some stock in-it and-giving-you ail the- 
advice which-you 175 may desire. 177 



LESSON XVL 

THE EMP SIGN, 

U When p or b follows and is in the same syllable 
with an m f it is not written, but is indicated by shading 



18 



62 "SHORTHAND 

Em* Em. thus shaded is called Emp. 

2. Emp may be used to indicate a p or b in a follow- 
ing syllable when the two syllables are sounded closely 
together, as in Embark* The use of Emp to indicate a 
p or b in a following syllable is permissible only ia 
words where the p and b coalesces more closely with 
the preceding Em than with the following consonant. 
In imply for example, Em would not be used for the 
reason that the p coalesces more closely with the fol- 
lowing i than with the preceding m* 

3* The use of Emp is shown by the following illus- 
ions : 

dump lump campaign amply symbol ramp jump champing embark 

EXERCISE 16, 

Write the following words using Emp* 

4, List Words, (33—45.) 

1 Bump, 2 amply, 3 jump, 4 camp, 5 clamp, 6 am- 
bitious, 7 temple, 8 campaign, 9 thump, 10 gimp. 
11 romp, 12 dump, 13 tumble, 14 pomp, 15 ambiguous. 
16 lump, 17 embezzle, 18 fumble, 19 sympathy, 20 gam- 
ble, 21 ample^ 22 encamp, 23 pimple, 24 camping, 
25 thumping, 26 jumping, 27 dumping, 28 limp, 
29 pumping, 30 champ, 31 embellish, 32 imbecile, 
83 scamp. 

5* Too often students neglect to give the exercises 
sufficient practice to enable them to write the outlines 
legibly and readily within the given time, The student 
Will obtain the best results if he will not leave an exer- 
cise until he is able to write it easily within the re- 



LESSON XVI. 63 

quired time. He should also make it a point to read 
each exercise every time he writes it, and oftener, if 
necessary, to enable him to read it easily in the time 
that it takes to write it. Be sure that you know how 
to write the correct outline for each word in an exer- 
cise and then keep at it until the prescribed time is 
reached, 

6* Wordsigns* 



^ wH V r ^ 



JL 



similar similarity speak yourself impossible improve-d United- 

speech improvement States 

may -be 

unite uniform quick square simple temperate important 

unity simply temperance importance 

temperament 

7. Phrases. (40—35.) 

1 Similar-cases, 2 some-similar-things, 3 much-simi- 
larity, 4 I-spoke, 5 a-speech, 6 a-significant ? 7 saw-the- 
savior, 8 sought-the-savior, 9 the-senior-came, 10 a- 
simple-thing, 25 11 a-square-case, 12 temperate-day, 
13 will-unite-them, 14 uniform-reasons, 15 may-unite, 
16 will-be- temperate. 40 

8. Sentences* (230 — 3:45*) 

1 They sell oats and-hay in-the-camp of-the-army k 
2 They dump the-coal at the-depot for the-miil of the- 
new company, 26 3 The-two armies are soon to unite 
and-will quickly rout the-enemy and-take the-city. 
4 If -they succeed, such an-important victory will 50 so 
reduce the-enemy's forces that I-think they may soon 



64 SHORTHAND 

leave the-vicinity. 5 James Morrison, of Iowa, will go 
to Missouri in January or 75 February and-will-take all 
of-his stock along if-the-roads are such as-to allow him 
to-do so. 6 Take your oats to 100 the-mill at the-depot 
and-leave-them for Thomas Mills who-will pay-you f or- 
them on the-f ourth day of May and-will 125 give-you a- 
fair rate for-them. 7 If-you-will take-my advice and- 
do-this I-know you-will help all-those who-are 150 in-the- 
business with-you as-weil-as receive a-fair income for- 
yourself on-such a-deal. 8 He took the-logs to the- 
company's 175 ships. 9 All the-ships will now go to 
Chicago, Illinois, to the-immense saw-mills of-that-city. 
10 The-new-corapany will buy up all 200 the-tallow in 
Massachusetts, Illinois, Minnesota and Iowa and-raise 
the-rate as-soon-as they receive all the-stock so that 
retail dealers will 225 have to buy of -them. 230 

9* Translation* 








65 
LESSON XVIL 

COALESCENTS* 

U Way and Yea when followed by Te or De and in 

various other combinations do not form distinct angles. 
It has been deemed desirable in such cases to adopt 
different signs for these letters. The signs made use 
of represent the Way or Yea and also the following 
vowel which usually coalesces with the preceding Way 
or Yea* 

2* These signs are called Coalescents* They consist 
of half circles the size of the S-Grcle* They are shaded 
when used for ay or w with a following long vowel 
and not shaded when combined with a following short 
vowel. To represent aw and a following vowel the 
right and left halves are used., the left half for w and 
dot vowels and the right half for w and dash vowels. 
To represent y and a following vowel the upper and 
lower halves are used,, the lower half for y and a dot 
vowel, and the upper half for y and a dash vowel. 

3* The Coalescents are ' treated as vowels, being 
placed beside the consonant strokes and given the first, 
second and third vowel position according as the coales- 
cing vowel is first, second or third place. The y 
Coalescents always curve either up or down, and the w 
Coalescents curve to the right or left; none of them 
varying to correspond with the slant of any strokes, as 
the dash vowels do. 

4* When a Coalescent is written between two conson- 
ant strokes it follows the same rule which would 
govern its long or short vowel, were the simple vowel 
written. <* 

5* The fact that the Coalescents are so seldom used 



m 



SHORTHAND 



makes it all the more necessary that they should be 
thoroughly memorized. Unless they are the characters 
will soon be forgotten. 

6* The student will be enabled to recall the Coales- 
cent signs more readily by remembering that the w T ord- 
sign Yot* is the y with the dash vowel go, hence all 
Coalescents of y and dash vowels bow up. Therefore 
y with the dot vowels must necessarily bow down. 
Likewise the Wordsign We is the w with the long e- 
As this bows to the left, all Coalescents of w and dot 
vowels bow in that direction, and conversely all Coal- 
escents of w and a dash vowel bow to the right. 

7* While many of the following words are not writ- 
ten with the Coalescents always inserted they illus- 
trate the sounds represented by the Coalescents and the 
manner in which these characters are made as well as 
the position in which they are written when used. 

Y With Vowels. 



"VIZ 



yearly Yale yacht yawn 



± 



yoke 



yule 



Yecldo 



yam 



yon 



young 



W With Vowels. 



1 


•i 


j 


*— 


->) 


>-s? 


weed 


wade 


wad 


walk 


wore 


womb 


i 


•/, 


... ..... c 


i 


KJLS 


J 



wit wedge wag 



wot 



wood 



LESSON XVII. 67 

8* The Coalescents which would naturally appear in 
the places above represented by stars are not used for 
the reason that there are no words in the language in 
which these particular combinations of y and short i or 
short oo occur, 

9* When a first place Coalescent precedes the first 
consonant stroke in an outline and makes an angle 
with it, or a third place one follows the last consonant 
and forms an angle with it, it may be joined to the con- 
sonant stroke thus: 



1 v - . . . f 1 



./^V 



widow weave walk ague wot wit que new 

10. It will now appear from whence the signs for 
such words as year , yet, you, we, with, what, beyond, etc. , 
are derived. 

IU The important question for the beginner is; 
When shall he use the Coalescent signs representing the 
consonants y or w and the coalescing vowels, or instead 
of these signs, when shall he use the consonant strokes 
Yea or Way and omit the vowels as all other vowels 
are usually omitted? The rule is; whenever the stroke 
Yea or Way makes a distinct and easily formed junc- 
tion with what precedes or follows, it should be used. 
In other cases the Coalescents must be written, if they 
are necessary to make the meaning of the outline clear. 
It frequently happens that the Coalescents may be omit- 
ted just as simple vowels are omitted and no ambiguity 
result. In such cases it is useless to insert them. 
They are very rarely used since it is but seldom that 
the stroke Yea and Way cannot be made use of. 

Using the Coalescents write the following words: 



68 SHORTHAND 

*2. List Words, (29—1:00.) 

1 Yacht, 2 weave, 3 wit, 4 witch. 5 duel, 6 weed, 7 cue, 
8 cube, 9 widow, 10 hew, 11 Jew, 12 Dubuque, 13 BueL 
14 ruin, 15 fuel, 16 beauty, 17 wage, 18 wedge, 19 wed, 
20 wad, 21 wet, 22 wot, 23 few, 24 rue, 25 chew, 26 dew, 
27 stew, 28 pew, 29 wood. 

J 3. Wordsigns. 



) r ' ' ^-^r 



young whose whole witness why white to-be to-become 
wholly 



*>--£, ~> .< 



testimony junior senior justice-of- yet salvation 

the-peace 

14. Phrases. (45—40.) 

1 Whose-came, 2 the-whole-day, 3 a-year-ago, 4 a- 
new-witness, 5 it-may-be-wrong, 6 to-becorne-famous, 
7 in-his-testimony, 8 it-may-be-important, 25 9 an-impor- 
tant-case, 1.0 will-take-theni, 11 the-senior-cauie, 12 was- 
a-witness, 13 will-take-his-testiniony, 14 and-take, 
15 your-money. 45 

15. Sentences. (258—4:15.) 

1 He-is-too young to take up the-study of the-testi- 
niony in-such an-iniportant-case. 2 He-ought to-become 
efficient in-this subject 25 if-he-keeps on for-a-whole 
year. 3 Xt-may-be that both will come as witnesses in- 
such an-important-case if the-lawyers 50 will pay the- 
fare for both of-them. 4 The-junior justice-of-the- 
peace will hear all the- witnesses in-the-case .and- will 
review 75 the-testimony with-his senior before deciding 
to-which asylum the-insane youth shall-go. 5 They 



LESSON XVII. 69 

go to the-city by-way-of the-a venue 100 along; the-lake 
because it-is usually in-fair shape for heavy teams. 
6 It- was muddy all-day Saturday and Sunday but on 
Tuesday it 125 became so dusty that it- was injurious to 
our eyes. 7 It-is-wholly insufficient and-will have-to- 
go back to the-depot to-day 150 so that- they may ship it 
tomorrow. 8 They wish to-receive the-bureau at-tke- 
same time the-team takes the-smaller things which 17 ' 
they expect to use in the-new house. 9 What-do-you 
think has become of all-the-money and-why do-the- 
police give-up 200 the-search for the-thieves? 10 The- 
side-walks on-this side ol the-city are so-poor that 
before we-know-it somebody will receive 225 an-injury 
and-sue the-city for heavy damages. 11 The-packages 
came to the-f actor y in Toledo by-way-of Cincinnati. 
Ohio, and-will give 250 the-company enough to-do for- 
several weeks. 258 

16* Translation* 



t ^y ) )Ji : lx c^x/^W t ) 




70 SHORTHAND 

LESSON XVIIL 

THE L-HOOK. 

U When Pe, Be, Te, De, Chay, Jay, Kay, Gay, Ef, Ve t 

Ith, The, Shay are followed by the sound of 1, the 1 is, 
in certain cases, indicated by a slight modification of 
these letters, thus saving the time which otherwise 
would be required to w^rite the stroke El or Lay. 

2. The modification of these letters consists in the 
formation of a small hook on the S-Circle side and at the 
beginning of these letters. This hook is called the L- 
Hook* 

3* The formation of this hook on the letters and the 
names by which these modified characters are desig- 
nated are shown as follows: 

\^ ff//c_c_U ('( c7 

Pel Bel Tel Del Ohel Jel Kel Gel Fel Vel Thl Thel Shel 

4* For convenience in referring to these modified 
letters they are always spoken of by the above names. 

5* The beginner should bear in mind that the so- 
called L-Hoofc does not itself stand for the sound of 1. 
If it did, the 1 would be read before the stroke. The 
hook is simply a scheme of modifying or changing cer- 
tain consonant stems in certain cases to show that the 
sound of 1 is to be understood after each letter so modi- 
fied. The use of this principle is illustrated by the fol- 
lowing words: 



< N/ v. ^-^ I 



X. 



table bushel plume lawful clip tidal civil gleam 



LESSON XVIII. 71 

TL — 3- ^ ^ ^ u 

cudgel chilling mythology club flame level bloom 

6* The rules governing the use of the L-Hook are as 
follows: 

(1) In words where the sound of 1 immediately 
follows one of these strokes in the same syllable, as in 
clip, club, gleam, plume, the L-Hoofc is used. 

(2) In words of more than one syllable, where a 
short vowel intervenes between one of these strokes 
and a following 1, as in civil, bushel, lawful, the hook is 
used. 

(3) When a long vowel comes between one of 
these letters and a following 1, as in coal, bowl, cajole, the 
stroke El or Lay is used. 

(4) "When a short vowel intervenes between one of 
these letters and a following 1 in words of a single 
syllable, as in fill, bill, gill, dell, fell, the stroke is used. 

(5) When a short vowel intervenes between one of 
these letters and an 1 which is a final consonant in a 
word of more than one syllable and the 1 is followed by 
a sounded vowel, as in pillow, the stroke is used. 

?♦ The student should remember that these rules 
appty only to the use of 1 when it follows one of the 
consonant strokes mentioned at the beginning of this 
lesson. He should also remember that in the hundreds 
of thousands of combinations of letters there will some- 
times occur words where the writer will readily see 
that in order to secure a more easily formed or clearer 
outline some rule must be disregarded. It is impossible 
to formulate a set* of rules which will apply to every 
possible combination of letters in the English language. 



n 



SHORTHAND 



It is therefore perfectly allowable to occasionally vary 
a rule in cases where to follow it an awkward or am- 
biguous outline would result. 

EXERCISE J8. 
Using the L-Hoofc write: 

8, List Words. (61— 1:20.) 

1 Label, 2 table, 3 blame, 4 flame, 5 gleam, 6 glaze, 
7 glass, 8 glow, 9 gloss, 10 flow, 11 pluck, 12 plume, 
13 angle, 14 tangle, 15 wrangle, 16 flog, 17 flag, 
18 flock, 19 inflame, 20 influx, 21 uncle, 22 inflammable, 
23 local, 24 total, 25 black, 26 available, 27 smuggle, 
28 tipple, 29 pliable, 30 click, 31 desirable, 32 fling, 
33 rival, 34 ripple, 35 glue, 36 official, 37 pupil, 38 Ma- 
bel, 39 foretell, 40 dissemble, 41 plank, 42 tickle, 
43 flows, '44 paddle, 45 tackle, 46 flash, 47 blush, 
48 climb, 49 clip, 50 sublime, 51 declare, 52 evil, 
53 legal, 54 dapple, 55 logical, 56 novelty, 57 illegal, 
58 faculty, 59 pledge, 60 bloom, 61 Flora. 

9* Wordsigns* 



z 



t -\ - 



-/- 



-f 



angel at-all follow capable collect challenge C. O. D. 
until 



difficult 
difficulty 



± 



L 



/• 



n 1 



develop deliver each-will 

developed delivered 
development delivery 



equal glory glorious humble 
call 



comply 



s / / f 



it-will 
tell 



most- 
likely 



much- people such- 
will will 



which-will they-will 
children 



LESSON XVIII. 73 

JO, Phrases. (7J — JsJO.) 

1 An-angel, 2 at-all-places, 3 the-children, 4 which- 
will-go, 5 until-you-come, 6 they- will-make, 7 such- will- 
come, 8 comply- with-it, 9 he-is-capable, 25 10 collect- the- 
bill, 11 challenge-him, 12 he-will-collect-on-delivery, 
13 a-difficult-thing, 14 he-is-in-difficulty, 15 develop-the- 
case, 16 deliver-some-coal, 17 tell-him 50 18 equal-to-the- 
case, 19 call-for-his-money, 20 each-will-go, 21 in-his- 
glory, 22 a-glorious-day, 23 it-is-most-likely. 71 

J 1 ♦ Sentences* ( 1 78 — 2:55*) 

1 Like angels' visits they- will be blessings to all. 

2 Each-will refuse to-leave until all-are ready to-go. 

3 It-was-a-glorious-day 25 for-all humble people and-I- 
hope they- will enjoy-many similar days in-times to- 
come. 4 Look closely to-your tackle if-you expect 50 to- 
catch a-single iish. 5 Most-likely each-will wait for 
some developments before following such a-poor 
course. 6 He-will challenge his enemy to 75 a-duel and- 
will likely go to-his death in-such foolish business, 
7 The-business is-in such a-tangle that-it-will be-diffi- 
cult 100 to-make any head or tail to-it. 8 He collects the- 
bills daily and-pleases all whom he deals with. 
9 Please to wait a-f ew 125 hours and-I- think he-will raise 
the-money. 10 I-live on the-south side of-the-city, a- 
mile-and a-half south of 150 the-postoffice. 11 Write as- 
much-as possible in-this way if-you-would make a-suc- 
cess. 12 The-blowing snow will keep going into all 
places 175 for-several hours. 178 



21 



74 SHORTHAND 

12. Translation. 






LESSON XIX. 

THE R-HOOK, SEC. I. 
I i The R-Hoofc is a hook used in much the same way 
as the L-Hoofc. On straight letters it is the modifica- 
tion of Pe, Be, Te, De, Chay, Jay, Kay, and Gay, to repre- 
sent a following r. The R-Hoofc is formed exactly like 
the L-Hoofc except that it is placed on the opposite side 
of the stroke, that is, on the left side of the upright 
strokes, and on the lower side of horizontal letters. 
The following illustrations will show the proper forma- 
tion of the R-Hoofc upon the straight letters, and the 
names of the characters when so modified: 



LESSON XIX. 75 

\ A 1 1 / 7 c- ^ 

Per Ber Ter Per Cher Jer Ker Ger 

2* The rules governing the use of the R-Hoofc on 
the above letters are the same as those which govern 
the use of the L-Hoofc. 

3* The use of the R-Hoofc is shown by the following 
illustrations: 

i ■ \ v- r\ i_ L y_ yt 

toper praise brake labor trick filter drunk redress 



butcher germ crumb liquor gross tiger major 

4* Especial care should be taken to fix in the mind 
the distinction between the L-Hoofc and the R-Hoofc* 
Much confusion will result unless the student has this 
distinction indelibly impressed upon the mind so that 
he will be able to use the proper hook without the least 
hesitation. No student should think of passing this 
and the preceding lesson until he is able to write all 
the words, phrases and sentences in each lesson using 
both the L-Hoofc and R-Hoofc correctly in every instance. 
EXERCISE 19- 

Using: the R-Hoofc write the following words: 

5. List Words. (68—1:45.) 

1 Gray, 2 grace, 3 grim, 4 Greek, 5 grub, 6 grog, 
7 brass, 8 breech, 9 toper, 10 ledger, 11 extra, 12 pry, 
13 creeper, 14 baker,. 15 fakir, 16 educator, 17 courtesy, 
18 monogram, 19 preface, 20 deter, 21 cruel, 22 Ne- 



76 SHORTHAND 

braska, 23 crop, 24 trigger, 25 poker, 26 grasp, 
27 brusk, 28 trunk, 29 crape, 30 grape, 31 groom, 
32 cry, 33 treason, 34 crusade, 35 dream, 36 drake, 
37 drum, 38 drug, 39 grip, 40 meagre, 41 maker, 
42 cablegram, 43 telegram, 44 wager, 45 cross, 46 trifle, 
47 breaker, 48 bramble, 49 triangle, 50 neighbor, 
51 copper, 52 taper, 53 greedy, 54 gravy, 55 gruesome, 
56 group, 57 prop, 58 drop, 59 press, 60 clapper, 61 ma- 
jor, 62 Edgar, 63 intrigue, 64 encourage, 65 digress, 
66 grumble, 67 cranny, 68 drunk. 

6* Wordsigns* 

accuracy appear accurate brother Christian care cure 

number Christianity occur 



- 7 'i > \ K 



correct character degree -doctor dear during danger Dear- Sir disappear 

dark 



\- -n ? ^ \ 



disagree inaccurate larger liberty member neglect negligent 

remember 

^ \ ^ v- f ? 

principle practice practicable pure Yours-truly liberal 
principal practical 

7. Phrases. (59—1:00.) 

1 Much-accuracy, 2 it-appears, 3 they-appear, 4 you- 
will-appear, 5 will -neglect, 6 my-brother, 7 your-brother- 
came, 8 our-brother, 9 the-Christian, 10 in-a-Christian, 
11 our-Christianity, 25 12 in-care-of, 13 no-care, 14 incur- 



LESSON XIX. 77 

« 

able-case, 15 in-any-degree, 16 during-mass, 17 you- 
will-neglect, 18 it-is-inaccurate, 19 our-liberty, 20 large- 
number, 21 a-new-principle, 50 22 your-practice, 23 a- 
character, 24 it- will-occur, 25 take-care. 58 

8* In writing numbers and dates round numbers as 
5, 10, 30, 50, 100, 400, 1000, etc. are usually written in 
Shorthand while mixed numbers as 37. 73, 105, 369 etc, 
are expressed by the common numerals. 

9. Letter. (3J0— 5:05,) 

New- York-City, N.-Y,, July 12, 1901. 
James L. Patterson, 

Jacksonville, Florida. 
Dear-Sir :- 

Yours of-the-sixth came today. 25 I- was looking 
for some news and-am happy to know that-your affairs 
are moving along as-you desire. I-think-that in-time 50 
several of-those who look into the-celery business 
thoroughly will accept your ideas. This would-give- 
you sufficient backing so that-you may do 75 as-you-like 
in carrying on-your celery- farm. I-know that-your 
knowledge of-celery growing, the-valuable farm you 
have and-your proximity 100 to so large a-city as Jack- 
sonville will-briug-you success in-a-f ew-years. I-expect 
that inside of -four years you-will have 125 enough clear 
cash ahead to buy out the-whole business and-I-hope 
you-will do-so. You-will have any-number of-people 
try 150 to persuade you to-take stock in-some-thing out- 
side of the-celery business. If -you accept any such- 
proposals and-neglect your regular business 175 at-all, 
you-will see-the-day in-which you-will rue it. This-is 
an-age in-which success comes-to-him who gives 200 his 
whole time to a-single-thing and-studies all its many 



78 SHORTHAND 

phases so thoroughly that nobody will-know how to- 
take any-undue advantage 225 of -him. 

But it-is useless to talk of-these-things. Your 
knowledge of business affairs is sufficient to enable-you 
to appreciate the-f orce 250 of what I-have-said. 

I-may possibly be in Jacksonville this fall. If I-do 
you-may expect me to-call at your home 275 and-make- 
you a-nice long-visit. 

I-expect to hear soon that you have a-crop of -celery 
ready to ship. I-notice that 300 the-price keeps up. I-am. 

Yours-truly, 

Thomas Phillips. 310 
\0. Translation, 



7^^^y^^CC~ K 



LESSON XX. 

REVIEW. 
J. Questions: 
(1) How is Em modified to represent a following 
p or b? 



LESSON XX. 79 

« 

(2) What is this modified character called? 

(3) Is it ever allowable to use the Emp sign to 
Represent a p or b in a syllable following the one in 
which the Em occurs? 

(4) What letters in the longhand alphabet some- 
times represent vowels and sometimes consonants? 

(5) By what characters are these consonants and 
the following coalescing vowels sometimes represented? 

(6) In what way are the long vowels distinguished 
from the short vowels in the Coalescent signs? 

(7) How are the dash distinguished from the dot 
vowels with the W-Coalescents? 

(8) How are the dash distinguished from the dot 
vowels with the Y-Coaiescents* 

(9) What governs the position of the Coalescents 
beside the consonant strokes. 

(10) What is the rule for placing a Coalescent when 
it occurs between two consonants? 

(il) When may the Coalescent signs be joined to 
consonant strokes? 

(12) Give six or more Word signs derived from 
Coalescents* 

(13) When should the Coalescent signs be used and 
when should the simple strokes Way and Yea be used 
for the consonant sounds of w and y? 

(14) How may the sound of 1 be indicated when it 
follows certain strokes? 

(15) What strokes may be thus modified to show 
that the sound of 1 follows? 

(16) Wh&t is this modification to indicate a fol- 
lowing i called? 

(17) Does the L-Hoofc stand for the sound of 1? 

(18) What is the rule for representing an 1 when 



80 SHORTHAND 

it immediately follows a stroke which may be modified 
by an L-Hoofc? 

(19) When a short vowel intervenes between a 
stroke and a following 1? 

(20) When a long vowel intervenes between a 
stroke and a folio wing 1 ? 

(21) What hook is written at the beginning of 
straight letters and on the side opposite the L-Hoofc J* 

(22) On which side of straight letters is this hook 
used? 

(23) When an t immediately follows a straight 
letter which may be modified by the R-Hook and is in 
the same syllable with the stroke, which is used, the 
hook or the stroke? 

(24) If a short vowel intervenes between a stroke 
and a following t f when is the hook and when is the 
stroke used? 

(25) When a long vowel intervenes which is used 
for t f the hook or the stroke? 

EXERCISE 20. 

2, List Words. (65—1:30.) 

Jump damp ambitious embezzle fumble sympathy 
encamp dumping champ imbecile scamp weave witch 
duel cue cube widow hew Jew Dubuque ruin beauty 
rue stew label 25 angle flag influx total black available 
pliable click desirable rival Mabel foretell tickle blush 
legal logical illegal faculty pledge extra courtesy 
monogram cruel crop trigger 50 grasp treason meagre 
telegram trifle bramble triangle neighbor greedy 
group Edgar intrigue encourage digress grumble. 65 



LESSON XX. 81 



3. Wordsigns. 



±JL 



similar similarity speak yourself impossible improve-d United- 

speech improvement States 

may -be 

unite uniform quick square simple temperate important 

unity simply temperance importance 

tern perament 



^^ ■'>^,:t\ 



young whose whole witness why white to-be to-become 
wholly 



c, ^ < 



testimony junior senior justice-of- yet salvation 

the-peace 

/ P i -\ — / -f- „ 



/ 



angel at-all follow capable collect challenge (I O. D. difficult 

until * difficulty 

develop deliver each-will equal glory glorious humble comply 

developed delivered call 

development delivery 



t / - / f 



it-will most- much- people such- which-will they-will 

tell likely will will children 



i ^ n ^ 



accuracy appear accurate brother Christian care 

number Christianity occur 



m SHORTHAND 



7 M ' \ K 



correct character degree doctor dear during danger Dear-Sir disappear 

dark 



- J- ^7 ; ^ A 



N^^- 



disagree inaccurate larger liberty member neglect negligent 

remember 

-A — \ — \_ v -f — £ 

principle practice practicable pure Yonrs-trtily liberal 
principal practical 

4. Phrases, (51—45.) 

1 Similar-cases, 2 some-similar-thing's, 3 much-simi- 
larity, 4 I-spoke, 5 a-speech, 6 a-significant 7 7 saw-the- 
savior, 8 the-senior-came, 9 a-sirople-thing, 10 a-square- 
case, 25 11 temperate-day, 12 will-unite-them, 13 will-be- 
temperate, 14 an-angel, 15 at-all-places, 16 the-chil- 
dren, 17 which-will-go, 18 coinply-with-it, 19 collect- 
the-bill, 20 it-appears. 51 

5. Sentences* ( 1 44 — 2:25*) 

1 James Morrison, of Iowa-City, Iowa, will go to 
Missouri in January or February and-will-take all ot- 
itis stock along if-the-roads 25 are such as-to allow him ' 
to-do so. 2 If-you-will take-my advice and-do-this I- 
know you-will help all-those 50 who-are in-the-business 
with-you as-well-as receive a-fair income for-yourself 
on the-deal. 3 The-junior justice-of-the-peace 75 will 
hear all the-witnesses in-this-case and-will review all 
the- testimony with -his senior before deciding to- which 
asylum the-insane youth 100 shall-go. 4 It-is-wholly in- 



LESSON XXI. 83 

sufficient and- will have-to-go baclr to the-depot to-day 
so that-they may ship it tomorrow. 125 5 He-will chal- 
lenge his enemy to a-duel and-will likely go to-his 
death in-such foolish business. 14 * 



LESSON XXL 

THE R-HOOK t SEC. IL 

J. In addition to the eight straight letters which are 
modified by the R-Hook 5 as shown in lesson nineteen, 
the curved letters Ef, Ve, Ith ? The, Ish, Zhe, Em, and En 
are also modified by this hook. 

2. Since the R-Hoofc is written at the beginning of 
strokes upon which it is used and since all hooks 
written on curved letters must come within the curve, 
it was necessary to adopt some method to distinguish 
between the L-Hook and R-Hook on E£, Ve, Ith and The, 
the only curved letters on which both the L-Hook and 
R-Hook are used. This is done by reversing these four 
letters in addition to modifing them by the R-Hook. It 
is possible to do this without danger of confusion since 
Ar, Way, Es and Ze, which E£, Ve, Ith and The form 
when reversed, are not modified by an initial hook. 

3. Ish and Zhe are not modified by the L-Hook hence 
it is possible to use the R-Hook modification at the 
beginning of these letters and on the curved side with- 
out any further change. 

4* Em and En have an initial hook for w the same 
size as the R-Hook* This hook will be explained later. 



84 SHORTHAND 

It is necessary, therefore, in order to distinguish the 
R-Hook from the W-Hook t to modify these two letters 
in some manner in addition to the hook. This is done 
by shading Em and En when modified by the R-Hook* 
No confusion with Emp or Ing arises by shading Em 
and En when modified by the R-Hook since neither Emp 
nor Ing are ever modified by an initial hook. 

The rules which govern the use of the L-Hook apply 
to the use of the R-Hook on the curved letters. 

5. The R-Hook on the curved letters and the names 
of the letters so modified are shown as follows: 



**\ £^L 



Fer Ver Tbr Ther Slier Zher Mer Ner 

6, Illustrations of the use of the curved letters mod- 
ified by the R-Hook are as follows: 



frame silver others lather shirk treasure rumor nourish 

EXERCISE 2J. 

Using the R-Hook write the following: 

7. List Words* (60—1:25.) 

1 Merge, 2 energy, 3 lunar, 4 tremor, 5 femur, 6 ban- 
ner, 7 donor, 8 leisure, 9 fisher, 10 verb, 11 verbal, 
12 fracas, 13 three, 14 frock, 15 gopher, 16 liver, 
17 leverage, 18 average, 19 Virginia, 20 dinner, 21 Den- 
ver, 22 numerous, 23 sheriff, 24 sugar, 25 favorite, 
26 liquor, 27 freeze, 28 cover, 29 thrush, 30 lethargy, 
31 bother, 32 pressure, 33 fissure, 34 rover, 35 Homer, 
36 nourish, 37 divers, 38 frame, 39 proverb, 40 verbena, 
41 lever, 42 reversal, 43 favor, 44 farmer, 45 Francis, 



LESSON XXI. 



85 



46 frankincense, 47 former, 48 dormer, 49 camphor, 
50 philosopher, 51 throng, 52 Andover, 53 machinery, 
54 dishonor. 55 verse, 56 venerable, 57 lover, 58 nurse, 
59 reverse, 60 moveable. 

8* Wordsigns* 



1 L 



% 



H. 



3. 



1 



M 



withdraw which-are West-Virginia very universe university universal 



every 



1__2 



myself tell-us truth there, their therefore South- America recollect 
they-are 



X 



XT 



J 



\ 



respect respectable remark proficiency pleasure probable 

respectability . remarkable proficient measure probably 

mere, Mr. probability 



v--^ 



proper perhaps sure 

property 



^ 



overwhelm 



near, nor 
honor 



A. 



from 



forgive 



neighborhood New- Hampshire North- America 

9- Phrases. (38-30.) 

1 An-average-case, 2 a-rumor-caine, 3 freeze-up, 4 in- 
trouble, 5 in-favor, 6 numerous-things, 7 saw-a-thrush, 
8 a-new-frock, 9 high-pressure, 10 in-the-fracas, 2 " 
11 broke-his-femur, 12 nourish-him, 13 a-fisher, 14 with- 
much-energy, 15 in-his-dishonor. 38 



86 SHORTHAND 

10* Letteiv (287— 4s45.) 

Dubuque, Iowa, April 2, 1901. 
Charles P. Dawson, 

Minneapolis, Minn, 
My-Dear~Sir: — 

I-take the-liberty of- writing you for some 25 advice 
and-help. Two weeks ago I- wrote to J. P. Glover & 
Co. , of-your city asking that firm to ship me a-dozen 50 
cars of hay as-soon-as possible. Expecting to-receive 
this hay in-two-weeks, the-usual time for-hay to-come 
through, I-took 75 advantage of the-steady rise in price 
here to-dispose of the-dozen cars f or-delivery in-three- 
weeks from the- time it was-to loa arrive. To-day I-have 
a-message from Glover & Co., which by mistake had 
the-wrong address thus causing a- week's delay in its- 
arrival, 150 saying in answer to a-telegram that-their 
supply has given out and-that-they-are unable to ship 
a-single car to-me. Am 159 at a loss what to-do so-write- 
you. Do-you think it-is at-all possible for-you to-help- 
me out by shipping 175 me some of the-hay you have in- 
stock for summer use? 

I-know that the-price will-drop sufficiently to-enable 
me to-replace 200 the-same in ample time for-your use 
and-at no loss to myself. Otherwise I-fear I-shall lose 
heavily for the-price of 225 hay in- this city is very high. 
If-you-willhelp-meout I-assure you that I- will thorough- 
ly appreciate the-favor. 

Please-to 250 answer by wire as-soon-as you-receive 
this. I-await your-reply with-much anxiety, and-hope 
that-you-will spare enough of-your 275 supply to save- 
me from heavy-loss. 

Yours-truly, 

T. B. Johnson. 287 



LESSON XXII. 
J J. Translation. 






^—Ot 



v^-r|— ftyy^ui~i v ^» 



LESSON XXII. 



1. It frequently happens that the letter s precedes 
one of the straight letters modified to represent a fol- 
lowing r. In such cases the R-Hook need not be writ- 
ten as it may be indicated by placing the S-Circle on the 
R-Hoofc side. The S-Grcle at the beginning and on the 
R-Hook side of Pe, for example, would represent Iss-Fe- 
Ar t thus representing three consonants, hence the 
name, Triple Consonants* 

2* The Triple Consonants are as follows: 



\\ i 1 ; / 



Spr Sbr Str Stfr Schr Sjr Skr Sgr 

3. The use of the Triple Consonants is shown in the 
following words: 



88 SHORTHAND 

V- \U l -a / —i s 1_ 

spring sober stream cedar scrape such-are segregate sojourner sister 

4* As appears in the illustrations either a long or 
short vowel may occur between the S-Circle and a fol- 
lowing stroke with which an R-Hcok is understood. 

5* There is no word in which the combination Schr 
occurs. The character is used, however, for the phrase 
signs Such- Are, Suck- Were, etc. 

6* It will be evident to the student of Shorthand 
that the combination of the three consonants explained 
above cannot be used with any of the curved letters. 

7* The Sez-Circle may also be placed upon the R- 
Hook side of straight letters to indicate the R-Hook as 
in the word sister. 

8* In such words as discourage, subscribe, describe, and 
others with similar outlines, the R-Hook cannot be indi- 
cated, the context being depended upon to show that 
the r is to be understood. 

9* The large majority of cases in which the "Triple 
Consonants are used are in the combinations Spr, Str, 
and Skr* 

EXERCISE 2Z 

Using the Triple Consonants write : 

1G, List Words* (45— 60.) 

1 Scrap, 2 scraper, 3 scruple, 4 soaker, 5 seeker, 
6 scrub, 7 strap, 8 scourge, 9 skirmish, 10 sober, 
11 cider, 12 solder, 13 strip, 14 scream, 15 scrim, 
16 scratch, 17 spring, 18 sperm, 19 spurs, 20 stroke, 
21 stream, 22 superstitious, 23 sabre, 24 stretch, 
25 stress, 26 strew, 27 streak, 28 strow, 29 succor, 



LESSON XXII. 89 

30 discourage, 31 supper, 32 prescribe, 33 strop, 34 sub- 
scribe, 35 proscribe, 36 scrawny, 37 super, 33 sacrifice, 
39 strike, 40 superb, 41 striker, 42 screech, 43 secrecy, 
44 stripe, 45 suitor. 

J J* Wbrdsigns* 

- ^ x . 7 / — h 

surprise express suppress secure such-are such- were scripture as-it-were 

describe 



\ 



<^N 



— * ^ 

America belong commercial external humor honorable more 

belonged mercy 

-^- ^ - - v f ^ 

manner merciful mortgage must-have satisfy-ied in-re- 

satisfactory ply-to 
satisfaction 

\2. Phrases. (56— £()♦) 

1 A-spring-day, 2 secure-a-copy, 3 such-are-here, 
4 a-scripture-topic, 5 have-no-mercy, 6 pay-the-mort- 
gage, 7 will-f orgive-them, 8 more-money, 9 commercial- 
dealings, 25 10 in-such-manner, 11 have-mercy, 12 honor- 
all-people, 13 may-forgive-them, 14 large-measure, 
15 every-case, 16 scripture-lesson, 17 give-them-honor, 
18 express-the-case, 19 honorable-life, 50 20 will-honor- 
them, 21 they-receive-more. 56 

J3* Letter- (135— 3$00*) 

New- York-City, N.-Y., Feb. 4, 1901. 
Mr. Thomas B. Boyle, 

Duluth, Minn. 
Dear-Sir: — Your notice to Mr. Titus Bailey telling 25 him 
that-you must-have your pay before-you- would ship- 



90 SHORTHAND 

him the-coal he should-have on March fourth, was a- 
surprise to me. 50 I-know you-rnust-have a-wrong idea 
as-to Mr. Bailey's ability to pay his bills. I-have for 
some years had business dealings with 75 Mr. Bailey 
and-I-have never-had a-bill due from-him but which 
he-has given the-proper-care. I-hope this assurance 
will 100 cause you to-take a-more favorable view-of-the- 
case and-ship this week the-coal Mr. Bailey desires for 
his factory. If-you 125 refuse to-do so I-am-sure you-will 
lose a-customer who, otherwise, would I-think, continue 
to buy of -you for-many years 150 to-come. I-hope you- 
will take-my advice in-this for I-know Mr. Bailey will 
do what-is right and-fair in-his 175 dealings with-you. I- 
am 

Sincerely- yours, 

J. W. G-ilmer. 185 

U. Utter. (130— 2:10.) 

Toledo, Ohio, July 2, 1901. 
Ezra J. Weeks, 

Chicago, 111. 
My-Dear-Sir: — I-have your favor of May 30th. I-have 25 
looked for a-job for-you as clerk in fully forty business 
houses in-this city but so far it-is impossible for me to 50 
write-you very encouraging news. Hence my long-de- 
lay in answering-you. There-are several-places in- 
which I-was given some hope and-at 75 the-bazaar I-may 
yet succeed in-inducing the-proprietor to-give-you a- 
trial. If I-succeed I- will write-you forthwith. Will- 
you 100 be-ready to-come in-a-few days in-case I. secure 
a-place for-you? Please write-me as-soon-as you-receive 

this. 125 

Truly-yours. 

P. T. Culver. 130 



LESSON XXII. 91 

J5. Letter. (143-2:15*) 

Cincinnati, Ohio, March 6, 190L 
Messrs. Cady & Co., 

Jacksonville, Fla. 
Dear-Sirs: — Hearing that-you were thinking of -employ- 
ing some-more 25 help in-your grocery I-take the-liberty 
of-applying for-the-place. I-know something of the- 
grocery business having given nearly eight years 50 of- 
my-life to-it. As I-am-very anxious to-go south I-hope 
you -will favor me in the-choice ol a-clerk. 75 I-know I- 
would suit-you. My-reason for desiring to-leave here is 
to secure a-change for-my-health. The-doctor advises 
me loa to-do this as-soon-as possible. I-would-be satis- 
fied with very low wages for a-few months during 
which time I-will satisfy 125 you of-my ability. Please 
to-reply at an-early day and-oblige. 

Truly-yours, 

F. B. Keller. 143 

16* Translation* 






92 SHORTHAND 

LESSON XXIII; 

THE W-HOOK, SEC. L 

J. The consonant sound of w, when it precedes and 
is in the same syllable with Em, En, Ray or Lay, is rep- 
resented by a small initial hook, called the W-Hook* 
This hook is the same size as the L-Hook, but differs 
from it in that the hook itself is a modified Coalescent 
and represents the sound of w* It must, therefore, be 
read before the stroke upon which it is formed. Either 
a long or short vowel or diphthong may intervene be- 
tween the w represented by the W-Hook and a follow- 
ing Em, En, Ray or Lay* 

2* The formation of the W-Hoofc and its use is il- 
lustrated in the following words: 

^ M _ rv , r cX— </ __*/_ 

won window womb welfare unwell work wear swear 

3* The W-Hocfc on Em and En cannot be confused 
with the R-Hook on these letters since with the latter 
hook these two letters are shaded. 

4* When this hook precedes the sound of 1, Lay is 
used even though the general rule calls for El, as in 
wail, well, etc. 

EXERCISE 23> 

Using the W-Hoofc write the following words: 

5. List Words. (36— :40.) 

1 Edwin, 2 window, 3 swim, 4 work, 5 worth, 6 Wil- 
liam, 7 swear, 8 Walter, 9 "Welch, 10 willing, 11 win, 
12 worthy, 13 welfare, 14 Wilsey, 15 beware, 16 wen, 
17 worker, 18 willingness, 19 wine, 20 wear, 21 warble, 
22 wallow, 23 Wilkes, 24 Wilson, 25 wail, 26 wool, 



LESSON XXIII. 93 



27 weal, 28 wile, 29 winsome, 30 winning, 31 wench, 
32 worse, 33 swell, 34 wince, 35 wean, 36 unworthy. 

6. Wardsigns. 

^r V* \/7 , 



more- or- member-of- member-of- nowhere we- are where aware when 
less congress the-lesrislature 






r ^ .- ^ ^ s r 



while well awhile with-me with-him with- inquiry welcome 

we- will with-my we-may whom anywhere 

7. Phrases. (62—1:00.) 

1 See-the-window, 2 in-the-window, 3 in-the-river, 
4 beware-of-wine, 5 a- worthy-case, 6 pure- wool, 7 an- 
angle-worra, 8 winsome-lass, 9 the-sparrow- warbles, 25 
10 a-worse-case, 11 make-more-worry, 12 was-a-mem- 
ber-of-congress, 13 he-is-aware, 14 he-is-worthy, 15 un- 
worthy-youth, 16 was-a- worker, 17 in-the- wilderness, 50 
18 where-was-it, 19 any-one, 20 willing-to, 21 worth- 
much, 22 in-the-commonwealth. 62 

8. Letter. (281—4:40.) 

Columbus, Ohio, April 10, 1901, 
Professor William T. Wilson, 

Sioux City, Iowa, 
My-Dear Professor: — 

Replying to-your welcome favor of 25 March 31. It- 
was very pleasing to-me to-hear how much you-are do- 
ing to secure me the-place in the-college at 50 Sioux 
City. I-feei that if-the-place is given to-pae I-will 
please the-trustees. I-think from my long and-thorough 
drill 75 in-teaching the-subject of biology I-would-have 
no-difficulty in-satisfying the-trustees as-to my-ability 

26 



94 SHORTHAND 

as teacher of -this subject. All 100 1-desire is-a-fair trial. 
If -my work suits I-would be willing to-take the-place 
at the-same-saiary which-was given 125 the-former pro- 
fessor. I-think-that the-class of-work which the- 
college should-have aaid-such-as the-faculty expects, 
judging from' what you 150 have-said to-me, is well worth 
that-much. 

I-think it-is impossible for the-college to secure for 
a-smaller salary a-teacher 175 who-has sufficient ability 
to-fill the-place and-please all the-officials of the-school. 

If-there is any-thing-more that I should 200 do to en- 
able the-trustees to settle the-business, I-wish you- 
would wire me what-it-is, also the-proper way-to take- 
it 225 up with the-officials. 

I-hope some day to-fully repay-you for the-help- 
you have given-me in-trying to secure this place 250 for- 
me. I-feel that I-shall succeed and-am well-aware to- 
whom I-shall owe my-success in-case the-trustees se- 
lect me. 275 I-am Yours-truly, 

Walter Wilbur. 281 

9* Translation* 

-**£ r . _- 




-Tt 7T- 



~SZ7 



^i-tl^v^MV^U.- 



95 

LESSON XXIV- 

THE W-HOOK, SEC. II. 

L In addition to the small W-Hook used on Em, En, 
Lay and Ray and representing the w preceding the 
stroke to which it is joined, we have what is called the 
large W-Hook, formed at the beginning and on the 
S-Citcle side of Te, De, Kay and Gay* This hook is a 
modification of these four straight letters to indicate 
that a w immediately follows these letters. The form 
and use of this hook are shown in the following words; 

twig twice dwell quorum ^quaw anguish twinkle quoth 

2* This W-Hook, like the L-Hook and the R-Hook, 

does not stand for a letter preceding the stroke but is, 
instead, a modification of the strokes Te, De, Kay and 
Gay, to indicate a following w* The W-Hook on Te, 
De, Kay and Gay is used for w only when it immediate* 
ly follows one of these letters and is in the same sylla- 
ble with it. 

3* This hook should be made sufficiently large to 
avoid any danger of confusion with the L-Hook, which 
is used on these same strokes. The letters modified 
with the large W-Hook are called Twa, Dwa, Kwa 
and Gwa* 

4* It should be noted that the hooks are divided, in 
regard to size, into two classes, 1st, small hooks, like 
the L-Hook, R-Hook and small W-Hook; 2nd, large 
hooks, like the W-Hook explained above. 

EXERCISE 24. 

Using the large W-Hook write the following: 



96 SHORTHAND 

5* List Words. (39—1:000 

1 Quip, 2 quibble, 3 quash, 4 quarry, 5 Guelph, 
6 guano, 7 twill, 8 dwell, 9 liquid, 10 quiver, 11 squeak, 
12 square, 13 quad, 14 vanquish, 15 queer, 16 equip, 
17 requite, 18 squabble, 19 squatter, 20 squaw, 21 squeal, 
22 squawk, 23 squawker, 24 equator. 25 lingual, 26 se- 
quel, 27 require, 28 requisite, 29 bequeath, 30 quake, 
31 loquacious, 32 exquisite, 33 quarter, 34 quoth, 
35 queerly, 36 query, 37 twinkle, 38 quote, 39 quail. 

6* Wordsigns* 

- \ > ~* } ^ ^ 

liberty-of- liberty-of- messenger this- in-reference-to influential 
the-press the-people will 



\ /- /2_ / 



ownership in-respect-to behalf Jesus- Lord-Jesus- just-had 

Christ Christ 

7* Phrases* (50— :4&) 

1 Many-quips, 2 in-their-quibble, 3 quash-it, 4 such- 
squibs, 5 require-such, 6 liquid-mass, 7 a-squatler, 
8 use-a-quill, 9 loquacious-fellow, 10 may-requite-hini, 
11 such-twinkles, 25 12 many-queer-things, 13 they- 
equalize-it, 14 they- vanquish, 15 a-queer-thing, 16 the- 
earth-quakes, 17 very-loquacious, 18 quoth-the-doctor, 
19 quote-him, 20 your-dwelling, 21 bequeath-money. 50 

8. Letter (321—5:20-) 

Toledo, Ohio, March 1, 1901. 
Professor Edison, 

Chicago, 111. 
Dear-Sir: — 

Replying to-yours of the-6th, I-think you-must-be 25 



LESSON XXIV. 97 

« 

very-much in-error in-reference-to the-editor of-the 
Times. I-am sure he-has no-such ideas as-you seem to- 
suppose 50 judging from the-speech which-you delivered 
at the-jubilee dinner 'in Cincinnati, Ohio. I-know Mr. 
Watson, the-editor of-the Times, very well 75 and-call at- 
his office every day or two and-discuss with-him the- 
social topics of the-day. While he-is always very- 
liberal 100 in-his-views he-thinks-it unwise to-give any- 
more-liberty to-the-press. He-is well-aware that usu- 
ally no-danger would-arise 125 if the-press were given 
all the-liberty possible. At the-same time he-says 
that-it-is possible for some person who-has-no 150 sym- 
pathy with our-system of-laws to acquire the-owner- 
ship of -some large and-iniluential city paper. In-this- 
day with the-press having so 175 wide an-influence, would- 
it be-wise, therefore, he-asks, to annul all-laws which 
in-any-manner lessen the-liberty-of- the-press? Hence 200 
he-thinks-that the-press is already sufficiently free for 
all-practical purposes. I-think Mr. Watson is right 
and-shall, as presiding officer of 225 the-senate ? veto the- 
bill now before that body in-case it-passes the-house 
and-comes before me. I-am sure that-when you 250 
think-this subject-over more thoroughly you-will agree- 
with Mr. Watson as-to the-proper course to-pursue. I- 
am aware it-is unlikely 275 that any-such-dangers will- 
ever arise, yet it-is the-wise thing to-prepare for-all 
possible evils which-may arise, and which-are 300 the- 
more-likely to-come if-we leave the-doors swinging 
wide to-them. I-am 

Sincerely-yours, 

J. S. Irwin. 321 



27 



3 SHORTHAND 

9. Translation. 






LESSON XXV. 

REVIEW. 

U Questions: 

(1) Which curved letters are modified by the R- 
Hoofc? 

(2) Which of the curved letters with which the 
R-Hoofc is used have no other modifications except the 
addition of the R-Hook? 

(3) In what way are Ef, Ve, Ith and The modified, 
besides adding the hook, to indicate a following t J 

(4) In what way are Em and En modified, besides 
adding the hook, to show a following t ? 

(5) Are the letters Af> Way, Es, or Ze ever modi- 
fied with any initial hook ? 

(6) Why is it necessary to shade or reverse some 



LESSON XXV. 99 

curved letters and not others when an R-Hook is added? 

(7) Does Emp or Ing ever have an initial hook? 

(8) What are the Triple-Consonants? 

(9) How are they formed ? 

(10) With what strokes are the Triple-Consonants 
used ? 

(11) Give a few illustrations in which Triple-Con- 
sonants are used, 

(12) Can the Triple-Consonant principle be used 
with curved strokes? 

(13) Are there any words in which the combina- 
tion schr may be used ? 

(14) For what purpose is this combination of 
Shorthand characters used ? 

(15) May the Sez-Circle ever be placed on the R~ 
Hook side of straight letters the same as the S-Circle is 
in Triple-Consonants ? 

(16) In what class of words is the R-Hoofc under- 
stood? 

(17) With what strokes do the Triple-Consonants 
most frequently occur? 

(18) What is the small W-Hoofc ? 

(19) What letters are modified by it? 

(20) In what way does it differ from the L-Hook^ 

(21) May any vowel occur between a W-Hook and 
the following stroke ? 

(22) How is all danger of confusion avoided be- 
tween the W-Hook on Em and En and the R-Hook on 
these letters ? 

(23) On what letters besides Lay, Ray, Em and En 
may a W-Hook be used ? 

(24) In what three ways does the W-Hook on Te, 
De, Kay and Gay differ from the W-Hook on Lay, Ray, 

L. 0- v. 



100 



SHORTHAND 



Em and En ? 

(25) On which side of the stroke is the large W- 
Hoofc written ? 

EXERCISE 25. 
% List Words. (60—1:20.) 

Energy banner fracas frock Virginia thrush leth- 
argy pressure nourish Luther Francis frankincense 
Andover machinery reverse scraper soaker scrub 
strap skirmish scratch stress strew discourage pre- 
scribe 2& scrawny striker screech secrecy suitor Edwin 
work William Welch win worker willingness wine 
warble Wilson wool wile wench worse wince quibble 
unworthy quip Guelph guano 50 twill dwell liquid 
squeak squaw squeal bequeath loquacious exquisite 
twinkle. 60 

3* Wordsigns. 



3r 



withdraw which-are West- Virginia very universe university universal 

every 



X_._L_J_. 



£ 



J^=_ 



myself tell-us truth there, their therefore South- America recollect 
they-are 



J 



\ 



respect respectable remark proficiency 

respectability remarkable proficient 
mere, Mr. 



pleasure probable 
measure probably 

probability 



proper 
property 



perhaps sure 



overwhelm 



near, nor 
honor 



LESSON XXV. 



101 



^ 



V_^— *y 



-<W 



X 



neighborhood New-Hampshire North-America from forgive 

\ 



X 



-V 



-^ 



surprise express suppress secure such-are such-were scripture as-it-were 

describe 



\ 



i~^ 



c^N 



America belong commercial external humor honorable more 

belonged mercy 



-\ 



-v f ^ 



manner merciful mortgage must-have satisfy-ied in-re- 

satisfactory ply-to 
satisfaction 



^r Vo V7 



v.^/ 



more- or- member-of- member-of- nowhere we- are where aware when 
less congress the-legislature ' 



Y* 



tr~~\ 



while well awhile with-me with-him with- inquiry welcome 

we-will with-my we-may whom anywhere 

\ \ 3 i ^ ^ 

liberty-of- liberty-of- messenger this- in-reference-to influential 

the- press the-peopie will 



^ M \ t- n- 



\ 



4- 



ownership in-respect-to behalf Jesus- Lord- Jesus- just-had 

Christ Christ 



28 



102 SHORTHAND 

4- Phrases. (83— U20.) 

1 A-rumor-came, 2 in-trouble, 3 in-favor, 4 numer- 
ous-things, 5 high-pressure, 6 nourish-hira, 7 a-fisher, 
8 with-much-energy, 9 a-spring-day, 10 more-money, 
11 have-mercy, 25 12 honor-all-people, 13 large-measure, 
14 every-ease, 15 give-them-honor, 16 express-the-case, 
17 will-honor-them, 18 they-receive-more, 19 in-the- 
window, 20 in-the-river, 50 21 beware-of-wine, 22 a- 
worthy-case, 23 a-worse-case, 24 he-is-aware, 25 he-is- 
worthy, 26 was-a-worker, 27 where-was-it, 28 any-one, 
29 worth-much, 75 30 many-quips, 31 quash-it, 32 require- 
such, 33 very-loquacious. 83 

5, Letter* (321— 5:20.) 

Toledo, Ohio, March 1, 1901. 
Professor Edison, 

Chicago, 111. 
Dear-Sir: — 

Replying to-yours of the-6th, I-think you-must-be 25 
very-much in-error in-reference-to the-editor of-the 
Times. I-am sure he-has no-such ideas as-you seem to- 
suppose 50 judging from the-speech which-you delivered 
at the-jubilee dinner in Cincinnati, Ohio. I-know Mr. 
Watson, the-editor of-the Times, very well 75 and-call at- 
his office every day or two and-discuss with-him the- 
social topics of the-day. While he-is always very- 
liberal 100 in-his-views he-thinks-it unwise to-give any- 
more-liberty to-the-press. He-is well-aware that usu- 
ally no-danger would-arise 125 if the-press were given 
all the-liberty possible. At the-same time he-says 
that-it-is possible for some person who-has-no 150 sym- 
pathy with our-system of -laws to acquire the-owner- 
ship of-some large and-iniluential city paper. In-this- 



LESSON XXVI. 103 

day with the-press having so 175 wide an-influence, would- 
it be-wise, therefore, he-asks, to annul all-laws which 
in-any-manner lessen the-liberty-of- the-press? Hence 200 
he-thinks-that the-press is already sufficiently free for 
all-practical purposes. I-think Mr. Watson is right 
and-shall, as presiding officer of 225 the-senate, veto the- 
bill now before that body in-case it-passes the-house 
and-coines before me. I-am sure that-when you 250 
think-this subject-over more thoroughly you- will agree- 
with Mr. Watson as-to the-proper course to-pursue. I- 
am aware it-is unlikely 275 that any-such-dangers will- 
ever arise, yet it-is the- wise thing to- prepare for-all 
possible evils which-may arise, and which-are 300 the- 
more-likely to-come if-we leave the-doors swinging 
wide to-them. I-am 

Sincerely -yours, 

J. S, Irwin. 321 



LESSON XXVL 

THE REL-HOOK AND LER-HOOK, 

!«. The sound of 1 very frequently follows the sound 
of m t n or r and usually coalesces very closely 
with it. In such cases the En t Em or Ray is modified 
by a large initial hook called the Rel-Hoofc to indicate 
that an 1 follows. This hook is several times larger 
than the "W-Hoofc on these letters. 

2* Similar to this hook is a large initial hook on Lay 



104 SHORTHAND 

to indicate a following r. This is called the Ler-Hoofc, 
3, The use of the Rel-Hoofc and Ler-Hook is shown 
in the following words: 

^, y Vc^ V- _^ 67 

penal barrel family polar collar lurch 

4* These two hooks may be used when either a long 
or short vowel intervenes between the stroke and the 
1 or t indicated by the Rel-Hoofc or the Ler-Hcofc* The 
1 or t indicated is usually in the same syllable with the 
stroke, but not necessarily so. 

5* These characters are spoken of as Mel, Nel, Rel 
and Leu 

EXERCISE 26. 

Using: the Rel-Hoofc and the Ler-Hook write the fol- 
lowing words; 

6. List Words. (57—1:25*) 

1 Enroll, 2 relic, 3 rule, 4 final, 5 penal, 6 journal, 
7 railway, 8 tunnel, 9 signal, 10 analyze, 11 female, 
12 spinal, 13 relish, 14 chronology, 15 analogy, 16 bar- 
rel, 17 scholar, 18 polar, 19 secular, 20 choler, 21 joc- 
ular, 22 camel, 23 sentinel, 24 release, 25 penalty, 
26 original, 27 Nelson, 28 millenium, 29 plural, 30 re- 
late, 31 rural, 32 spiral, 33 temporal, 34 autumnal, 
35 lurch, 36 larva, 37 larynx, 38 larceny, 39 larch, 
40 signalize, 41 canal, 42 analagous, 43 Daniel, 44 ker- 
nel, 45 calomel, 46 malfeasance, 47 malfactor, 48 Mal- 
colm, 49 animal, 50 pommel, 51 nominal, 52 realize, 
53 realm, 54 rulable, 55 rolling, 56 color, 57 squirrel. 

7* "Wordsigns* 

only unless reliable railway-car relinquish laws-of-life 



LESSON XXVI. 105 

laws-of- everlasting everlasting- ever-and- for-ever- must-like 
health life ever and-ever 

8* Phrases* (58— J:00*) 

1 Release-them, 2 their-penalty, 3 all-their-camels, 
4 they-relate, 5 you-will-realize, 6 a-malef actor, 7 a- 
large-funnel, 8 tell-the-colonel, 9 railway-track, 10 an- 
autumnal-day, 25 11 the-king's-realm. 12 saw-a-signal. 
13 the-original-canal, 14 very-many-colors, 15 a-jocular- 
fellow. 16 he-will-relate, 17 rolling-stock, 18 a-relic, 
19 a-final-case, 50 20 a-new-signal, 21 they-relish, 22in-a- 
tunnel. 58 

9. Letter* (200—3:204 

Sandusky, Ohio, July 4, 1901. 
Mr. Edgar Thomas, Jr., 

Denver, Colorado. 
My-Dear-Sir: — 

I-am this-day in-receipt of-your 25 final-notice. The- 
sum of -money which-you-will realize from the-business 
is, I-am-sorry to say, very-much below what I- was 60 ex- 
pecting. I- was sure that-you would secure enough to 
pay off ail-that you were owing and-have enough be- 
sides to-set you up 75 in-business in Denver. Was-there 
a-fall in-prices, or what- was the-trouble ? I-am unable 
to see why your property would sell 100 for so-small a- 
sum unless there-was fear that the-supply of -ore would 
soon give-out. I-scarcely think, however, that-this 
was 125 the-cause. I-shall await with-much anxiety more 
details from-you. I-hope, however, that-you realize 
the-necessity of -keeping up your courage 150 notwith- 
standing your heavy-losses. I-know that-you-will 



106 SHORTHAND 

come-out ail-right in-time if-you-will-only keep-up-your 
courage. I-hope 175 to-have a-reply from-you inside of 
a-week with-details in-reference-to the-sale of -your 
property. Very-truly-yours, 

Jacob Nelson. 200 
10* Letter* (100— M0-) 

Minneapolis, Minn., May 9, 1901. 
Sears, Roebuck & Co., 

Chicago, 111. 
Sirs: — 

I-enclose eight dollars for-which please-to ship 
me 25 the-following by-express as-soon-as possible: 

1 No. 6 baby cab - - $3.00 

2 doz. No. 4 tooth brushes - 2.25 50 
1 " 2 oz. tooth powder - 2.25 

1 pair No. 2 lady's scissors - .50 

Total - $8.00 

I-shall look-for 75 these on Thursday. It-will-be 

necessary, therefore, for-you to ship them the-same 

day you-receive this. 

Very-truly-yours, 

B. B. Benson. 100 

J L Translation* 



107 

« 

LESSON XXVIL 

THE H-TICIC 
\. The stroke Hay when followed by Kay, Gay, Em, 
Lay, Way or Ar, does not form an angle that is easily 
or quickly made. In such cases, therefore, a Tick is 
used to represent the aspirate h when it is followed by 
one of these letters. The tick made use of is like the 
last half of the sign for L Like the Wordsign for He, 
this tick when used for the aspirate before Kay, Gay, 
Lay, Em, Way or Ar must always be written with a 
downward stroke. Written thus it forms a distinct an- 
gle with the letter to which it is joined. This tick 
takes the position of the stroke to which it is joined. 
The following words will illustrate the use of the H-Tick* 

s __ \ ^ __ ^ v- v _ 

harp hack whip hale hag hem whiskey whistle ham 

EXERCISE 27. 
Using the H-Tkk write the following: 

X List Words* (36— £00 

1 Horse, 2 harp, 3 hark, 4 hem, 5 Hector, 6 harsh, 
7 ham, 8 Hume, 9 hum, 10 wheel, 11 whip, 12 whack, 
13 whistle, 14 wheedle, 15 whale, 16 whig, 17 hecatomb, 
18 hoax, 19 hack, 20 horsewhip, 21 Whipple, 22 Higley, 
23 hook, 24 hug, 25 hame, 26 hare, 27 hale, 28 howl, 
29 hill, 30 hickory, 31 harmony, 32 hymn, 83 whisper, 
34 holiday, 35 hymnal, 36 hexagonal. 

3* 'Wbrdsigns* 



must-make one-or- two-or- three-or- most- must- 

two three four important expect 



108 SHORTHAND 

4, Phrases* (50— *45*) 

1 Many-horses, 2 a-new-harp, 3 a-long-tirne, 4 a-hec- 
tic-glow > 5 two-haraes, 6 humming-noises, 7 in-harm's- 
way, 8 new-hymnal, 9 many-whales, 10 a-long-horse- 
whip, 25 11 a-funny-hoax, 12 several-hacks-caine, 13 no- 
harmony, 14 all-holidays, 15 several-hooks, 16 the-hill- 
top, 17 raise-aJtiowl, 18 take-the-money, 19 one-or-two- 
more. 50 

5. Letter, (*36-2:t5.) 

Wheeling, West-Virginia, July 6, 1901. 
Messrs. Craig Bros. , 
Syracuse, N. Y. 
Dear -Sirs; — 

I -have your telegram to J". B. Hayes 25 and-hasten 
to reply. I-mail you to-day circular which-will give- 
you the-sizes of all the-wheels I-make. I-hope that 55 
my-prices, which-are very-low, will-induce-you to-give 
my new make of car wheels which I-design especially 
for heavy passenger coaches 75 a-fair trial. I-am sure 
that-they-will bear up as-well and- wear as-long-as any- 
wheels now in-use, They-have 100 an-exceedingly 
smooth bore, while the-dressing on the-outer rim is un- 
usually true ? thus-causing the- wheels to-revolve very- 
smoothly on the-axle. 125 

I-hope to-receive a-favorable reply. 

Yours, 

J. B. Mechem. 136 
L Letter, (J37— 2:15.) 

Newburg, New- York, March 10, 1901. 
Cole Bros., 

Sioux Falls, S. D. 
Dear-Sirs: — 

Replying to-your favor of March 8. 25 We-are sorry 



LESSON XXVIIT. 109 

to inform-you that-it-will-be impossible for us to ship- 
you any-of the-smaller sizes of shoes inside of 50 two- 
weeks. Since the-fourth of the-month calls have come 
from jobbers for-several unusually large supplies, 
mostly of-children's shoes, hence our-stock 75 of-small 
shoes is exceedingly low. We-will rush the-work on- 
these sizes and-hope to-help-you out in-time to-supply 
your 100 customers. Please to inform us what sizes you- 
require right-away and-we-will make a-rush job of the- 
special sizes you-must-have. 125 

Thanking-you for-your favor, we-are, 

Yours-truly. 

Higley & Co. 137 
7* Translation* 

-/-^ ^ S -> \^ ,*- \_ P Si -J "V^. 

y,?-^ ^soa try j*s y ) - A - -- 



LESSON XXVIIL 

THE F-HOOK. 

U The F-Hoofc is a small final hook written upon 
the S-Circle side of all straight letters. A letter thus 



110 SHORTHAND 

modified indicates a following { or v. The context will 
in every case indicate whether f or v is meant. The 
letters modified by the F-Hoofc are called Pef t Pev, Bef, 
Bev, Tef, Tev, etc. 

2* Any vowel, diphthong or coalescent may inter- 
vene between a stroke and an f or v indicated by- an F- 
Hoofc* 

3* The F-Hocfc is shown in the following words: 

pave buff caitiff dove chafe Jove cave gave hove rave devote 

4* When £ or v follows a straight letter and comes 
before another consonant in the same word the writer 
must use his own judgment whether to use the hook or 
the stroke for f or v, always selecting the one which 
forms the better angle with what follows. In case each 
forms an equally good angle, preference should be giv- 
en to the hook as it is more quickly written. Usually, 
when medial, a hook, following one of the straight let- 
tars, makes fully as good an angle as the stroke and 
hence is the more frequently written. 

5* As a rule the F-Hoofc is used only for an f or v in 
the same syllable with the stroke upon which it is 
formed. When a better angle or a more easily formed 
outline may be made it is allowable to use the F-Hoofc 
for an f or v in a following syllable, as in devote* 

6* When an £ or v is the last consonant in an out- 
line and is followed by a sounded vowel, the stroke is 
used. If not followed by a sounded vowel, the F-Hoofc 
is used as shown in the following words: 



-* v v ' i 



grave gravy huff heavy puff puffy deaf defy 



LESSON XXVIIJ. 



Ill 



?♦ When an Iss follows the F-Hoofc it is written with- 
in the hook. 

EXERCISE 28. 
Using the F-Hook, when proper, write the follow- 
ing words: 

8. List Words* (60— J 35.) 

1 Cave, 2 grave, 3 rave, -1 dove, 5 glove, 6 grove, 
7 pave, 8 gave, 9 traffic, 10 devote, 11 havoc, 12 graphic, 
13 cough, 14 gravely, 15 bivouac, 16 bluff, 17 brief, 
18 chief, 19 cliff, 20 cuff, 21 chaff, 22 skiff, 23 behave, 
24 reef, 25 David, 26 gruff, 27 groove, 28 cleave, 29 en- 
grave, 30 reprove, 31 bereave, 32 hive, 33 hove, 34 de- 
serve, 35 serve, 36 observe, 37 rove, 38 braves, 
39 heaves, 40 cloves, 41 deafen, 42 lithograph, 43 surf, 
44 province, 45 clef, 46 trough, 47 rough, 48 defense, 
49 rive, 50 toughen, 51 Jove, 52 cavil, 53 graven, 
54 strive, 55 drive; 56 above, 57 huff, 58 crave, 59 beef , 
60 provincial. 

9* Wofdsigns* 



i 



jL 



I 



1 



ough t-t o-have wh i cli-h a ve 
it-ought-to-have whichever 



\, 



'\ 



out-of which-ought- whatever 

it-would-have to-have 



X 



belief 
believe 



perfect 



/ 



poverty 



careful 
carefully 



-^ 



derive each-will-have 



which-will-have 



much-will- 
have 



differ-ed 
different 
difference 



govern-ed 

governor 

government 



112 SHORTHAND 

JO* Phrases, (72— WO*) 

1 In-a-cave, 2 a~grave-case, 3 see-the-dove, 4 a-pretty- 
grove, 5 in-the-grove, 6 pave-the-way, 7 gave-money, 
8 heavy-traffic, 9 has-a-cough, 25 10 over-the-bluff ? 
11 brief-case, 12 a-new-cuff, 13 in-the-skiff, 14 on-the- 
reei, 15 drive-theni-away, 16 the-hive, 17 he- will-en- 
grave, 18 they-reprove-hiin, 50 19 the-noise-deafens, 
20 some4ithographs-came, 21 a-long-trough, 22 in-his- 
defense, 23 a-new-incentive, 24 strive-to-succeed, 
25 each-will-have-enough. 72 

i-U Letter* (257—4:15*) 

Savannah, Georgia, Nov. 28, 1900. 
Miss Jessie Ladue, 

Dallas, Texas, 
Dear Miss Ladue: — 

Replying to-yours of a-week ago Saturday 25 1-mail 
you to-day a-circular which-will inforrn-you when our- 
terni closes. The-new law, in-reference-to the-length 
of -terms 50 at schools of -our class, will go-into effect at 
the-close of -this year. 

As-soon-as you decide what work you-will take up 75 
write-me fully and-I-will take-pleasure in-having every- 
thing ready for-you when-you-come. 

Our school is very thorough in every course. 100 We 
give especial drill in-piano and-vocal music. We also 
have an-unusually capable teacher for the-harp. Our 
large choral-class of eighty 125 ladies gives ample drill 
in-vocal-work. 

Our scholars, as-a-rule, have-no-difficulty in secur- 
ing all the-pupils it-is possible for-them 150 to teach as- 
soon-as they locate and-people come to know from 
what school they have a-diploma. If -you-will take our 



LESSON XXTX. 113 

« 

course 175 and-do the- work thoroughly, you-will-have 
every-reason to-look for-success. 

I-shall expect to hear from-you fully a- week or 200 
more in-advance of-your leaving home for Memphis. 

When-you arrive in-this city, take a-hack and-tell 
the-driver to take-you 225 to-iny home where you-wili-be 
welcome to-stay until you-are ready to-move into the- 
quarters, which we shall engage for-you 250 in-advance. 

Sincerely-yours, 

T. S. Matteson. 257 

12* Translation* 



r 



^ Vs C ., /-i*V\* . , i^l^U-i- 



^h' 



<is 



LESSON XXIX. 

THE N-HOQK, SEC. L 

U The sound of n is, in certain cases, indicated by 

a small final hook called the N-Hook* It is similar to 

the F-Hook* This hook is used on all straight letters. 

It is written opposite the S-Circle side. The straight 

31 



i 



114 SHORTHAND 

letters with the N-Hook modification are called Pen, 
Ben, Ten, Den, Ken, Gen, etc. This hook may be used 
for an n when it follows a straight stroke immediately 
or when a longer short vowel, diphthong or coalescent 
intervenes. A medial n following a straight letter may 
be represented by an N-Hook even though it may be in 
the syllable following the stroke which the N-Hook 
modifies, as in denote* 

2. The use of the N-Hook on straight letters is illus- 
trated by the following words: 

\ \ 3 3 y -, -, ^ 

pain bone drain train Jane cone gain rain hen denote 

3* The rules governing the use of the N-Hook on 
straight strokes are as follows; 

(1) A medial n following a straight letter is repre- 
sented by the N-Hook unless the stroke En may be more 
quickly or easily written. 

(2) When it is the last consonant in a word an n 
following a straight letter is represented by the N- 
Hook, if it is the last letter in the word, or is followed 
by a silent vowel, as in drain and cone* 

(3) When n is the last consonant in a word and a 
sounded vowel follows, the stroke En is used, as in tiny 
and deny* 

(4) The N-Hook may be indicated by placing an 
3-Grcle or a Sez-Circle on the N-Hook side of straight 
letters as in cadence* 

4* The application of these rules is shown in the fol- 
lowing illustrations: 

,1 LIU U J — 1- 

tone liny dun deny pain puny dense cadence 



LESSON XXIX. 



115 



EXERCISE 29- 

5. List Words, (62—1:40.) 

1 Pain, 2 bin, 3 town, 4 down, 5 satin, 6 deepen, 
7 cane, 8 chaplain, 9 grain, 10 boon, 11 kine, 12 plain, 
13 blown, 14 plan, 15 glean, 16 clean, 17 clan, 18 cone, 
19 gin, 20 decline, 21 pagan, 22 candy, 23 dandy, 
24 denote, 25 taken, 26 Logan, 27 strain, 28 sudden, 
29 legion, 30 kitchen, 31 beacon, 32 unclean, 33 shaken, 
34 pinch, 35 punch, 36 gainer, 37 glance, 38 bunch, 
39 guns, 40 dines, 41 gains, 42 dunes, 43 chance, 
44 chains, 45 joins, 46 quince, 47 trance, 48 bounce, 
49 bones, 50 curtain, 51 twins, 52 spleen, 53 obtain, 
54 pretense, 55/ prudence, 56 retains, 57 Hortense, 
58 disdain, 59 residence, 60 brown, 61 green, 62 greens. 

6* Wbfdsigns* 



^r 



-V 



at-once at-length again-and- benevolent begin 
again benevolence 



beneficial begun 



X 



-/ 



\ 



began darkens denominate darken doctrine determine experi- European 
darkness denonination ence 



V 



"J- \ I i ^f 



-+- 



for-in- question general happen it will-have is-said- in-his- imagine 
stance generally twelve to-have situation 



■*\ 



^v 



must-do must-come must-give more-than magnificent Northwestern 

magnificence 

7. Phrases. (59—1:00.) 

1 Come-at-once, 2 at-length-it-came, 3 he-was-benev- 



116 SHORTHAND 

olent, 4 begin-it, 5 it-was-begun, 6 the-day-darkens, 
7 such-doctrine, Swill-determine, 9 the-people's-govern- 
ment, 25 10 when-it-happens, 11 he-will-imagine, 12 both- 
inust-come, 13 you-must-give-up, 14 a-magnificent-day, 
15 how-many-dances, 16 he-can-come, 17 a-large-cone, 50 
18 take-his-chances, 19 a-mere-pretense, 20 took-a- 
quince. 59 

8* Letter. (125— 2:0(X) 

Adams, Mass., April 6, 1901. 
Mrs. Lillie Miley, 

Decatur, 111. 
Dear Mrs. Miley:— 

Replying to-your questions in-reference-to the- 
Ladies' 25 Aid Society branches. It-is-impossible for me 
to-give-you any help. Since I-have-never belonged to 
the-society I-know nothing of 50 the-society's plan of- 
work. I-think-that if-you-would write Mrs. Ella Beach, 
of Denver, Colorado, you-will obtain answers to all- 
your 75 questions and-from a-source that-is-reliable as 
Mrs. Beach is one-of the-chief workers in-this society. 
I-am sorry that-my 100 inability to answer-your questions 
will-make-it necessary for-you to wait until-you-can 
write to Mrs. Beach. 

Very-truly-yours, 

Jennie Bolton 125 
9- Letter. (J34-2:J0-) 

Clear Lake, Iowa, June 8, 1901. 
Mr. J. V. Dixon, 

Earlville, Mo. 
Dear-Sir: 

I-see from-your .advertisement in-the Earlville 25 
Globe, that-you have-for sale a-number of-heavy work- 



LESSON XXX % 117 

horses. I-expect soon to-begin work upon a-raiiroad 
job near Earlville, As 50 1-now have but-one-team, it- 
will-be necessary for- me to purchase several-more. If 
I-can secure-them in Missouri as cheaply 75 as-they may- 
be had here, I-would much prefer to buy-them there 
and-thus save the-expense of shipping-them from this 
city. 100 Will-you, therefore, please to-write-me at-once 
and-give age, weight and-prices which-you ask f or- 
your heavy teams. Your early reply 125 will-be an- 
especial favor. 

Very-truly, 

Enos Jackson. m 

tO* Translation* 



LESSON XXX. 

REVIEW. 

J. Questions: 

(1) What sound, when it follows En, Em and Ray, 
is sometimes indicated by a large initial hook? 

(2) How does this hook compare in size with the 



118 SHORTHAND 

W-Hoofc on these letters? 

(3) What is this hook called? 

(4) Give five words showing use of this hook. 

(5) What vowels may occur between Em, En and 
Ray and the following 1 indicated by the Rel-Hoofc? 

(6) What large hook is used on Lay ? 

(7) What is this hook called? 

(8) Give three words in which this hook is used. 

(9) By what names are the strokes modified by 
these hooks called? 

(10) Name the letters with which Hay does not 
make a distinct and easily formed angle? 

(11) When the aspirate sound of h precedes these 
letters by what character is it represented? 

(12) How is this character written? 

(13) In what direction must this tick for h always 
be written? 

(14) Give five words illustrating the use of, this 
tick. 

(15) What sounds are represented by a small final 
hook on the S-Circle side of straight letters. 

(16) Is this hook merely a modification of the 
stroke or does it stand for the letter itself? 

(17) What vowels may intervene between a 
straight letter and a following f or v represented by 
the F-Hoofc? 

(18) Is it ever allowable to use the F-Hoofc to in- 
dicate an f or v in a syllable following that which con- 
tains the stroke modified by the F-Hoofc? 

(19) When f or v comes between a straight lette. 
and a following stroke in the same word, when shouk 
the hook and when should the stroke be used? 

(20) When an £ or v is the last consonant in a wor 



LESSON XXX. 119 

when should the stroke and when should the hook be 
used? 

(21) Give three words where f is the last conson- 
ant and the hook should be used. 

(22) Give three words where f is the last conson- 
ant and the stroke should he used. 

(23) Give three words where v is the last conson- 
ant and the hook should be used. 

(24) Give three words where v is the last conson- 
ant and the stroke should be used. 

(25) What hook, similar to the F-Hook, is used at 
the end of straight letters, but on the side opposite the 
F-Hoofc? 

• (26) What vowels may occur between a stroke and 
a following N-Hook ? 

(27) May the N-Hook ever be used to represent 
an n in a syllable following the one containing the 
stroke modified by the N-Hook ? 

(28) When n comes between two strokes in a word, 
when should the N-Hook and when should the stroke 
En be used ? 

(29) When n is the last consonant in a word when 
should the stroke and when should the hook be used ? 

(30) What is the effect of placing the S-Circle or 
Szz-Citde on the N-Hook side of straight letters? 

(3) Give five words in which the S-Gitcle or Szz- 
Circle is used on the N-Hook side of straight letters. 

EXERCISE 30. 
2* List Words. (58—1:30.) 

Journal railway analyze chronology barrel secular 
jocular penalty Nelson millenium plural relate larynx 
Daniel Malcolm rolling whistle wheedle hecatomb 



120 



SHORTHAND 



Whipple Higley howl harmony holiday hexagonal 25 
graphic cough David groove deserve braves heaves 
lithograph clef trough defense toughen cavil crave 
provincial satin blown decline pagan denote taken 
strain legion gainer glance 50 chance joins quince 
trance Hortense residence brown greens. 58 

3* Wordsigns* 



_£_ 



ts\ cS\ 



_o 



only unless reliable railway-car relinquish laws-of-life 

laws-of- everlasting everlasting- ever-and- for-ever- must-like 
health life ever and-ever 



must-make one-or- two-or- three-or- most- must- 

two three lour important expect 



/ 



/ 

Is 



ought-to-have which-have out-of which-ought- whatever 

it-ought-to-have whichever it-would-have to-have 



V 



_Y 



belief 
believe 



I 



perfect poverty careful differ-ed 

carefully different 

difference 



/ 



JL 



derive each-will-have which-will-have much-will- govern-ed 

have governor 

government 



LESSON XXX 121 



-IS- — \ ~* \ -— - 

at-once at-length again-and- benevolent begin beneficial begun 
again benevolence 

\ i X I I \~ 



began darkens denominate darken doctrine determine experi- European 
darkness denomination ence 



V 






^ 



for-in- question general happen it-will-have is-said- in-bis- imagine 
stance generally twelve to-have situation 



=*■ 



j£^_ 



^v" 



miist-do musc-come must-give more-than magnificent Northwestern 

magnificence 

4. Phrases* (90-$:30-) 

Release-thern, tlieir-camels, they-relate, you- will- 
realize, autumnal-day, the-king's-realm, many-horses, 
two-hames, humming-noises, ill-harm's- way, several- 
hacks, 25 all-holidays, the-hill-top, raise-a-howl, pave- 
the-way, heavy-traffic, on-the-reef, in-the-hive, some- 
iithographs-came, a-long- trough, 50 a-new-incentive, 
strive-to-succeed, each-will-have-enough, come-at-once, 
at-length-it-came, he-was-benevolent, the-day-darkens, 
will-determine, 75 he- will-imagine, a-magnilicent-day , 
take-his-chances, a-mere-pretense, took-a-quince. 90 

5* Letter. (100—1:40) 

Minneapolis, Minn., May 9, 1901. 
Sears, Roebuck & Co., 

Chicago, 111. 
Sirs: — 

I-enclose eight dollars for- which please- to ship 

33 



122 SHORTHAND 

me 25 the-following by-express as-soon-as possible: 



1 No. 


6 baby cab 


$3.00 


2 doz. 


No. 4 tooth brushes - 


- 2.25 80 


1 " 


2 oz. tooth powder - 


- - 2.25 ' 


1 pair 


No. 2 lady's scissors - 
Total 


- .50 




$8.00 



I-shall look-for 75 these on Thursday. It- will-be nec- 
essary, therefore, for-you to ship them the-same day 
you -receive this. 

Very-truly-yours, 

B. B. Benson. 100 

6* Letter- (137—2:15) 

Newburgh, New York, March 10, 1901. 

Cole Bros.. 

Sioux Falls, S. D. 
Dear-Sirs: — 

Replying to-your favor of March 8. 25 We-are 
sorry to inform-you that-it-will-be impossible for us to 
ship-you any-of the-smaller sizes of shoes inside of 50 
two-weeks. Since the-fourth of the-month calls have 
come from jobbers for-several unusually large sup- 
plies, mostly of -children's shoes, hence our-stock 75 of- 
small shoes is exceedingly low. We-will rush the- 
work on-these sizes and-hope to-help-you out in-time 
to-supply your 100 customers. Please-to inform us what 
sizes you-require right-away and-we-will make a-rush 
job of the-special sizes you-must-have. 125 

Thanking-you for-your favor, we-are, 

Yours-truly, 

Higley & Co. 137 



123 

LESSON XXXL 

THE N-HOOK; SEC, IL 

1. In addition to the straight letters, the N-Hoofc is 
also used on all the curved letters, excepting Zhe, Way* 
Yea and Ing^ With the curved letters the N-Hoofc is 
necessarily written within the curve, the only side of 
curved letters upon which a hook may be easily and 
quickly formed, 

2. The curved letters with the N-Hoofc modification 
are designated as Fen t Ven, Men, Nen? etc. 

3. When an S-Circle follows an N-Hoofc on a curved 
letter the circle must be written within the hook, as in 
fence> illustrated below. 

4. The use of the N-Hook is shown in the following 
words: 

i> u c 3 ) ^ r u 

fancy vanish then assign ozone meaning saloon fence 

5. When n occurs in an outline between two con- 
sonant strokes, either straight or curved, and the pre- 
ceding is one to which an N-Hook may be attached, the 
hook is used in all cases excepting where its use will 
not give an easily or quickly formed outline or distinct 
angle with what follows. In the word finch, for ex- 
ample, the stroke En is used. Though requiring a 
longer outline, it is more quickly and easily written 
than if the N-Hoofc were used on the stroke E£. Like- 
wise in nonsense the N-Hoofc should not be used. 

6. The rules governing the use of an N-Hoofc and 
the stroke En in words where n is the last consonant, 
and also the use of the N-Hook to occasionally repre- 
sent a medial n in a syllable following the stroke 



124 SHORTHAND 

modified by an N-Hook are the same for curved letters 
as those given in the preceding lesson for the use of 
the N-Hoofc on straight letters except that an N-Hoofc 
cannot be indicated as is done on the straight letters 
by putting the S-Qrcle on the N-Hoofc side. 
EXERCISE 31; 

7, List Words. (60-1:20) 

1 Famine, 2 vain, 3 main, 4 fine, 5 ransom, 6 dining, 
7 renown, 8 venom, 9 sunshine, 10 vanish, 11 finish, 
12 van, 13 bean, 14 noun, 15 moon, 16 thinness, 
17 leaner, 18 nunnery, 19 fencing, 20 lance, 21 earn, 
22 finance, 23 lining, 21 ravine, 25 earthen, 26 machine, 
27 Michigan, 28 Monday, 29 workman, 30 raven, 
31 bench, 32 French, 33 almanac, 34 infancy, 35 noon, 
36 examine, 37 violin, 38 Nathan, 39 dominion, 40 throne, 
41 muslin, 42 lonesome, 43 Spanish, 44 specimen, 
45 malign, 46 minute, 47 leaven, 48 lunch, 49 learn ? 
50 permanence, 51 Roman, 52 Benjamin, 53 dispense, 
54 dense, 55 resistance, 56 guidance, 57 omen, 58 clem- 
ency, 59 chances, 60 finances. 

8* Wordsigns* 

^ =*^ i ^^ t 

Washington Western within who-have Union upon-his try-to- 
heathen whoever * have 

t i t n i / J y 

set-off set- said- some- spoken such- religion rather- responsible 
forth to-have one a-one than 

A — ) — V. - H ' ''V ; 7v 

provi- providence pucish-ed opinion organize over- and- pur-own 
dential . punishment over-again 



LESSON XXXI 125 

larger-than human human-life heaven every-one cross-examine 

9. Phrases. (57- i) 

1 A-heathen, 2 within-hearing, 3 encroach-upon-his, 
4 whatever-came, 5 will-ti^-to-have, 6 twelve-cases, 7 in- 
his-religion, 8 rather-than-do-so, 9 a-responsible-man, 25 
10 he- will-punish- them, 11 in-his-ow T n-opinion, 12 they- 
may -organize, 13 they-may-come-back, 14 larger-than- 
ever, 15 he-will-cro.ss-examine, 16 he-was-human, 50 
17 every-one-saw-hiui, 18 in-heaven-above. 57 

JO* Letter. (J60-2:40) 

"When-you write to-your cousin in Kansas be-sure 
to-tell-him to-take up the-study of-this very-brief way 
of-taking 25 down what a-person says. I-know that-he. 
would enjoy the-study and-if-he learns the-subject very 
thoroughly it-will-be possible 50 for-him to-earn fully 
twice as-much-as he-is receiving as a-book-keeper 
w T here he-is-now at- work. Young-people who know 75 
how to-keep books and-also know how to-run a- writing 
machine and-do amanuensis work are always sure of- 
plenty to-do at 100 a-large salary. It-will please-me to 
learn that-you have-been successful in-persuading your 
cousin to-take up the-study of-this 125 subject. If-he 
becomes a-pupil at-our school we- will do-e very thing 
possible to assist him to-make a-success of -the-study. 15 o 
I-believe he-will have-no-difficulty in-doing so. 160 " 

J J. Letter. (*30-2:J0) 

Akron, Ohio, July 7, 1901, 
Mr. John Robinson, 

Jackson, Michigan. 
My-Dear-Sir:— 

Since-thinking over wdiat you said to-me Tuesday 25 

34 



126 SHORTHAND 

I- wrote tomy cousin James in Salina, Kansas, giving- 
him the-substance of-your remarks. I-am very-sure 
they-will impress-him favorably. 50 As-soon-as he-has- 
had sufficient time to-think the-subject over you- will 
very-likely hear-from-him as-he-is exceedingly anx- 
ious 75 to-make some change looking to an-increase in 
salary. He believes that-he-is capable of-earning more 
and-is willing to-do whatever 100 may-be necessary to- 
prepare for a-place that- will bring-him a-larger income. 
I-am very-sure yon- will hear-from-him soon. 125 

Sincerely-yours, 

James F. Webb. 130 
J 2* Translation* 

-/-, ,^1^0 , , ^.j.^"^^^ 







LESSON XXXII. 

THE INITIAL N-HOOK. 

J. When n is the first consonant in a word and it is 
immediately followed by one of the Triple Consonants, 
Iss-Em or Iss-Lay and in a few other instances, as Iss- 



LESSON XXXII. 127 

Fer, in insufferable, the stroke En does not form a good 
angle or is not easily joined to what follows. In such 
cases, what is called the Initial-N-Hook is made use of. 
The words in which it is necessary to apply this prin- 
ciple are not very numerous. The student should, 
however, thoroughly familiarize himself with this hook 
in order that he may write it without hesitation in the 
few instances in which it is necessary to use it. The 
Initial-N-Hook is shown in the following words: 

■TK S~ \ T/~ w- ^ 

insoluble insole insuperable nasturtium unseemly inscribe 

2. It should be noted that in such words as unseal, 
insole etc*, a final Lay is used although the general rule 
would require EL 

EXERCISE 32. 

3. List Words. (31-50) 

1 Enslave, 2 insoluble, 3 inscribe. 4 enslaving, 
5 nasturtium, 6 insuperable^ 7 inscribing, 8 unscrupu- 
lousness, 9 insoles, 10 insufferable, 11 enslaver, 12 un. 
scrupulous, 13 unscrew, 14 unseal, 15 unsealing, 16 un- 
scrupulously, 17 inscribing, 18 unscrewing, 19 unsalable, 
20 unsparing, 21 unsparingly, 22 insole, 23 insolvency, 
24 unsolvable, 25 insomnia, 26 insolence, 27 insolidity, 
28 enslavable, 29 unseemly, 30 unseemliness, 31 ensi- 
lage. 

4* Wbrdsigns* 

j ^ \ % s t ^ 

in-his- in-some in-his- suspicion such- such- in-seeming 

usual experience would- ought- 

have to-have 



128 SHORTHAND 



^ / / * ■—+ 



in-as- 


which- 


which - 


which- 


such- 


many 


are- to- 


were -to- 


wou Id- 


are-to- 




ll a ve 


ll a ve 


have 


have 



such- 

were-to- 

have 

5* Phrases* (61- IKK)*) 

1 In-his-usual-way, 2 in-his-usual-manner, 3 in-some- 
manner, 4 in-some-way, 5 in-some-cases, 6 such-would- 
have-come, 7 unseal-it, 8 enslave-them, 25 9 in-some- 
difficulty, 10 unseemly-doings, 11 inscribe-his-name, 
12 unseal-the-package, 13 unsealing-the-stock, 14 in- 
solence-of-the-man, 15 unseemly-appearance, 16 un- 
screw-the-case, 17 insoluble-substance, 50 18 ensilage- 
cases, 19 inscribing-a-name, 20 enslave-many-people 7 
21 insoles-had-come. 61 

6. Letter- (J55-2:30) 

Kalamazoo, Mich., June 21, 1901. 

Messrs. Thompson Bros., 

Lincoln, Neb. 
Sirs: — 

We-take the-liberty to-write-you in-reference- 
to 25 J. K. South worth, of Lincoln. He asks us to ship 
him a-ton of-our twine on thirty days-time. We-are 
unable from Dun's 50 or any-other commercial-firm 
with-which we-have dealings, to learn anything of-his 
financial rating. We therefore write to-you. We 
would like 75 very-much to-sell this-quantity of-stock to 
Mr. Southworth, but fee] that-we should-have some- 
assurance that-he-is able and-would 100 be-likely to pay- 
for-same as-soon-as it becomes due. Your early reply, 
with the-knowledge you surely have of-his rating, 
will 125 help us out-of our-difficulty. We-thank-you in- 



LESSON XXXIJ 129 

advance for the favor we-are sure to-receive from-you. 

We- are 

Yours-truly 150 

J. M. Belden & Son. 155 
7. Letter* (136-2:15) 

Lincoln, Neb., June 24, 1901. 
J. M. Belden & Son, 

Kalamazoo, Mich. 
Gentlemen: — 

Replying to-your favor of June 21. 25 Will 
say that-we know Mr. J. K. Southworth very well. 
We-are doing-business with-him every few-days so-that 
we know something 50 of-his-financial ability. We-be- 
lieve you -.will run no risk whatever in-shipping him 
the-stock of twine which Mr. Southworth desires, and- 
on 75 the-terms he- proposes. It-is-our opinion that- 
when the-thirty days are up you-will have-the-cash 
for-your stock. It-is 100 a-pleasure for-us to-do-you this 
favor for-we know Mr. Southworth is worthy of the- 
high financial rating which we-are sure 125 you-will now 
give-him. We-are 

Sincerely-yours, 

Thompson Bros, 136 
8» Translation* 



V 



85 



130 

LESSON XXXIIL 

THE SHUN-HOOK. 

1. The syllables represented by tion, sion, cion and 
sometimes clan, usually coming at the end of words and 
always at the end of syllables, are represented by a 
large final hook called the Shtm-Hoofc. This hook is used 
on both straight and curved letters. Like all hooks 
with the curved letters it is written within the curve. 
With the straight letters it is written on the S-Grcle 
side. The Shun-Hoofc may be used when either a long 
or short vowel, diphthong or coalescent comes between 
the hook and the preceding stroke. Care should be taken 
to make this hook fully as large as the Rel-Hook so 
that it will not be confused with the F or N-Hoofc. 
When the S-Circle follows the Shun-Hoofc it should be 
written within the hook. The use of the Shtm-Hook is 
shown as follows: 



^7 



Aa ~V \s* "~"\3 Ld r> 



petition revisions exceptional violation impression education lotion 

EXERCISE 33. 

Using the Shun-Hoofc write: 
2* List words* (60-f:25) 

1 Nation, 2 relation, 3 animation, 4 portion, 5 dissen. 
sion, 6 emigration, 7 invocation, 8 intimation, 9 excep- 
tion, 10 occupation, 11 allusion, 12 probation, 13 option, 
14 caution, 15 logician, 16 diction, 17 reaction, 18 station, 
19 sedition, 20 section, 21 fiction, 22 legation, 23 pas- 
sionate, 24 rational, 25 dictionary, 26 sectional, 27 oc- 
cupations, 28 locations, 29 implications, 30 adoption, 
31 dissolution, 32 submission, 33 mission, 34 amunition, 



LESSON XXXIII 131 

35 creation, 36 dimension, 37 restoration, 38 division, 
39 evolution, 40 progression, 41 inflammation, 42 pre- 
vention. 43 isolation, 44 nutrition, 45 assertion, 47 atten- 
tion, 47 plantation, 48 definition, 49 induction, 50 eleva- 
tion, 51 execution, 52 intimation, 53 reputation, 54 omis- 
sion, 55 edition, 56 digression, 57 invasion, 58 emula- 
tion, 59 persecution, 60 erection. 

3* Wordsigns* 



ii. 



^-^-^ 



connection confession cross- dissatis- destruction deliberation 

examination faction 



±1) ^ . 6 h 



&-* 



examination explaoation expression generation consideration in-his- 

desonption 



"~^ ^ V > V^ 



\, >^i_^ /Si di 



invention information operation oppression objec- perfec-represen- reduc- 
tion tion tation tion 



^ r s> ^ N, 



^^-4 



reformation revela- revolution signifi- in-his- determination inclination 
tion cation expression 

4, Phrases* (59- J) 

1. In-this-connection, 2 hear-his-confession, 3 a- 
long-cross-examination, 4 in-his-generation, 5 a-ter- 
rible-revelation, 6 in-his-inclination, 7 secure-his- 
invention, 8 make-some-reduction, 25 9 will-make-objec- 
tion, 10 the-wrong-dimension, 11 no-signification, 
12 make-no-admission, 13 take-no-action, 14 on-the-oc- 
casion, 15 give-you-attention, 16 an-elevation, 17 a- 



132 SHORTHAND 

poor-representation, 50 18 in-our-mission, 19 in-thai> 
section, 20 a-new-dictionary. 59 

5. Letter. (130-2:10) 

Franklin, Kansas, Feb. 11, 190L 
Ferry Seed Co. , 

Wayne, Michigan, 
Sirs: — 

Your Mr. Nichols was-in-this city a-week-ago 25 
and- 1 -gave -him- notice that I-must-have a-much-larger 
supply of-seed than I-had a-year-ago. I-spoke to- 
hini 50 in-reference-to the-extras to ship with the-usual 
supply. I^now see that-it-will-be necessary for-nie to 
increase the-supply 75 very largely, therefore please to 
delay shipping until-you hear froru-me again at which 
time I-will enumerate all the-supplies I- will use 100 this- 
year. I-hope this- will reach-you in-plenty of -time, 
that-is before -you ship the-seed for- which -you already 
have instructions. 125 

Very-truly-yours, 

Thomas Kane. 130 

6. Letter. (75-1:15) 

Des Moines. Iowa, March 1, 1901. 
W, F. Ball, 

Delhi Mills, Michigan. 
Dear-Sir: — 

Will-you please to-mail to-my address 25 at-once what- 
ever circulars you-may have giving a-description of- 
your line wool sheep. I-am expecting to purchase a- 
large number of-that 50 variety of sheep this spring. 
If-your sheep are alright and-the-price reasonably low. 
you-will hear-from-me again soon. 

Yours, 

Samuel Ellsworth/ 75 



LESSON XXXIV 133 

7* Translation* 



LESSON XXXIV- 

THE S-SHUN HOOK. 

U When the syllable represented by the Shun-Hoofc 
is preceded by the sound of s or z, it would be necessary 
to use the stroke Es or Ze if the usual form of the Shun- 
Hoofc were used. By making use of what is called the 
S-Shtm-Hook it is possible to use the circle Iss for s or, z 
and also use a hook to represent the syllables tion, cion, 
sion etc. This hook is formed, after writing the S- 
Circle, by crossing the stroke to which the S-Circle is 
joined and forming a small hook on the opposite side. 
When an s or z follows the S-Shun-Hook it is represent- 
ed by an S-Circle written within this hook. The S-Shun- 
Hoofc may be written on the S-Circle side when the 



134 SHORTHAND 

circle is written on the N-Hoofc side of straight letters 
to indicate an n. 

The use of the S Shtm-Hook is illustrated in the fol- 
lowing words: 

J X i* 2 I c J 

decision procession physician transition vexations cessation 

EXERCISE 34. 
Z List Words. (30-0:50) 

1 Position, 2 proposition, 3 decision, 4 possession, 

5 incision, 6 pulsation, 7 exposition, 8 deposition, 
9 vexation, 10 succession, 11 acquistion, 12 cessation, 
13 imposition, 14 supposition, 15 disposition, 16 pro- 
cession, 17 positions, 18 transitions, 19 expositions, 
20 sensation, 21 propositions, 22 decisions, 23 physi- 
cians, 24 pulsations, 25 depositions, 26 acquisitions, 
27 sensations, 28 causation, 29 musician, 30 supposi- 
tions. 

3* Wordsigns* 

_^_ ^ ^ 4_ J- 

circumstances- in-response-to just- what just-been just-come 

of-the-case 

4* Phrases. (57-0:55.) 

1 In-his-position, 2 they-sanction, 3 what-does-it- 
signify, 4 a-vague-proposition, 5 a-wrong-decision, 

6 cause-vexation, 7 many-vexations, 8 such-a-supposi- 
tion. 9 saw-the-exposition, 25 10 family-physician, 11 you- 
like-his-deposition, 12 a-miserable-sensation, 13 he- 
was-a-musician, 14 on-that-supposition, 15 gave-many- 
decisions, 16 will-take-a-position, 17 several-positions, 50 
18 it-was-an-imposition, 19 a-peculiar-position. 57 



LESSON XXXIV 135 

5* Letter* (163—2:35) 

"When the-pupil has-conie to-this lesson he or she 
should-feel that-this subject is really very-much easier 
than he-had expected 25 when-he-began. All-that-is 
really necessary for any-boy or girl with the-average 
capacity is-a-determination to-keep at the-study^ and- 
he-will succeed in-due time. Too-many beginners seem 
to-overlook the-special-importance of learning every 
principle thoroughly. Especially is-this true 75 in-the- 
very beginning of the-study of-this important subject. 
It-is too often the-case that the-pupil desires to-go 
ahead before 100 he-has given-anything like enough time 
and-careful study to the-early lessons of-this-book. 
Everything which follows these early lessons embod- 
ies 125 , in-some-way or-other, the-use of the-simple 
characters which-are-given in the-early lessons of the- 
book. If -you study them 150 very thoroughly you-will 
in-time derive much advantage from having done-so.*' 163 

6* Translation* 




7>^ 



136 

LESSON XXXV. 

REVIEW- 
U Questions: 

(1) On which curved letters is theN-Hook used? 

(2) Where is the S-Circle written when it follows 
an N-Hoofc upon a curved letter? 

(3) What is the Initial-N-Hook? 

(4) When should this hook be used? 

(5) Before what combinations of consonants is 
this hook most frequently used? 

(6) Is this hook of frequent use? 

(7) What final syllables are represented by a large 
final hook within curves and on the S-Circle side of 
straight strokes? 

(8) May any vowel occur between a stroke and a 
following Shun-Hook? 

(9) Where is the S-Circle written when it follows 
the Shtm-Hook? 

(10) When an S-Circle immediately precedes a 
syllable represented by a Shun-Hook, how is this hook 
written? 

(11) When an s follows a syllable represented by 
the S-Shtm-Hook, how is the s written? 

EXERCISE 35. 

2, List Words* (47- WO) 

Ransom sunshine van nunnery earthen machine 
Michigan workman raven French infancy enslave 
inscribe enslaver unscrupulous unseal inscribing un- 
sparing insole insolvency insomnia enslavable un- 
seemliness relation occupation 25 allusion reaction 
legation submission restoration elevation digres- 



LESSON XXXV 137 

sion erection position possession vexation suc- 
cession cessation supposition transitions expositions 
physicians pulsations depositions acquisitions sensa- 
tions musician. 47 

3, Wordsigns* 

^ ^: L i ^ n — l - 

Washington Western within who-have Union upon-his try-to- 
heathen whoever have 

■ t t ( Q * / y / \ 

set-off set- said- some- spoken such- religion rather- responsible 
forth to-have one a-one than 

-j — J \ ^ — 'V ^ 

provi- providence pucish-ed opinion organize over-and- our-own 
dential punishment over-again 

larger-than human human-life heaven every-one cross-examine 



»-\ \ \ /■ 

in-his- in-some in-his- suspicion such- such- in-seeming 
usual experience would- ought- 
have to-have 

~ ^ / / * — -4 

in-as- which- which- which- such- such- 
many are- to- were-to- would- are-to- were -to- 
have have have have have 



_Ll 



f— V-^r 



connection confession cross- dissatis- destruction deliberation 

examination faction 

37 



138 SHORTHAND 

- ^ -v \> A h ^ 

examination explaoation expression generation consideration in-his- 

description 

■ ^ - v ^ ^ ^ ^ a, 

invention information operation oppression objec- perfec- represen- redac- 
tion tion tation tion 



^ (2- 



^ ^ I 



reformation revela- revolution signifi- in-his- determination inclination 
tion cation expression 

lM «-\ / ^ d=_ 

circumstances- in-response-to just-what just-been just-come 

of-the-case 

4, Phrases. (126—2:00) 

Encroach-upon-his rather-than-do-so he-will-punish- 
them in-his-own-opinion they-may-corne-back he-was- 
human in-heaven-above 25 in-his-usual-way in-sonie- 
manner in-some- way enslave-thein unsealing-the- 
stock unseemly -appearance insolence-of-the-man in- 
soluble-substance ensilage-cases 5 ? inscribing-a-name 
insoles-had-come in-connection a-long-cross-examina- 
tion will-make-objection wrong-dimension no-signifi- 
cation make-no-admission take-no-action 75 on-the-oc- 
casion give-you-attention an-elevation a-poor-repre- 
sentation in-our-mission in-that-section a-new-diction- 
ary in-his-position they -sanction 100 what-does-it-signify 
many- vexations such-a-supposition a-miserable-sensa- 
tion he-was-a-musician gave-many-decisions will-take- 
a-position a-peculiar-position. 126 



LESSON XXXY 189 

5. Letter. (160-2:40) 

"When-you write to-your cousin in Kansas be-sure 
to-tell-him to-take up the-study of-this very-brief way 
of-taking 25 down what a-person says. I-know that-he- 
would enjoy the-study and-if-he learns the-subject very 
thoroughly it- will-be possible 50 for-hini to-earn fully 
twice as-much-as he-is receiving as a-book-keeper 
where he-is-now at- work. Young-people who know 75 
how to-keep books and-also know how to-run a-writing 
machine and-do amanuensis work are always sure of- 
plenty to-do at 100 a-large salary. It-will please-me to 
learn that-you have-been successful in-persuading your 
cousin to-take up the-study of-this 125 subject. If -he 
becomes a-pupil at-our school we- will do-e very thing 
possible to assist him to-make a-success of -the-study. 150 
I-believe he-will have-no-difficulty in-doing so." 160 

6. Letter. (136—2:15) 

Lincoln, Neb., June 24, 1901. 
J. M. Belden & Son, 

Kalamazoo, Mich. 
Gentlemen: — 

-Replying to-your favor of June 21. 25 Will 
say that- we know Mr. J. K. Southworth very well. 
We-are doing-business with-him every few-days so-that 
we know something 50 of-his-financial ability. We-be- 
lieve you-will run no risk whatever in-shipping him 
the-stock of twine which Mr. Southworth desires, and- 
on 75 the-terms he-proposes. It-is-our opinion that- 
when the-thirty days are up you-will have-the-cash 
for-your stock. It-is 100 a-pleasure for-us to-do-you this 
favor for-we know Mr. Southworth is worthy of the- 
high financial rating which we-are sure 125 you-will now 
give-him. We-are 

Sincerely-yours, 

Thompson Bros. 136 



140 SHORTHAND 

7. Letter- (75— J:J5) 

Des Moines, Iowa, March 1, 1901. 
W. F. Ball, 

Delhi Mills, Michigan. 
Dear-Sir: — 

Will-you please to-mail to-my address 25 at-once what- 
ever circulars you-may have giving a-description of- 
your fine wool sheep. I-am expecting to purchase a- 
large number of-that 50 variety of sheep this spring. 
If-your sheep are alright and-the-price reasonably low, 
you-will hear-from-me again soon. 

Yours, 

Samuel Ellsworth. 76 

5* Letter* (J63 — 2:35) 

"When the-pupil has-come to-this lesson he or she 
should-feel that-this subject is really very-much easier 
than he-had expected 25 when-he-began. All-that-is 
really necessary for any-boy or girl with the-average 
capacity is-a-determination to-keep at the-study 50 and- 
he-will succeed in-due time. Too-many beginners seem 
to-overlook the-special-importance of learning every 
principle thoroughly. Especially is- this true 75 in-the- 
very beginning of the-study of -this important subject. 
It-is too often the-case that the-pupil desires to-go 
ahead before 100 he-has given-anything like enough time 
and-careful study to the-early lessons of-this-book. 
Everything which follows these early lessons embod- 
ies 125 , in-some-way or-other, the-use of the-simple 
characters which-are-given in the-early lessons of the- 
book. If -you study them 150 very thoroughly you-will 
in-time derive much advantage from having done-so." 163 



141 

LESSON XXXVL 

THE TIV-HOOK, 

J, A large final hook called the Tiv-Hook, written 
on the N-Hook side of straight letters, represents the 
frequently occurring syllable tive, as in active, captive t 
talkative* A long or short vowel or diphthong may 
intervene between the Tiv-Hook and the stroke to 
which it is joined. 

2. This hook is, as a rule, used only when the 
sounds of the letters tive are in the same syllable. It 
is, however, sometimes allowable to use the Tiv-Hook 
for a t in a syllable preceding the one in which the 
ive occurs. This is permissible where the two sylla- 
bles closely mingle, as in active, divided thus, act-ive, 
but written Kay-Tiv* When an s follows the Tiv-Hook, 
it is written within the hook, as in operatives* 

3* Care should be exercised to make this hook fully 
as large as the Shun-Hook in order to avoid its being 
confused with the N-Hook* 

The use of the Tiv-Hook is shown in the following 
words: 

J-, = =2* U, v*> ' . 

effective active captive talkative operatives 

EXERCISE 36, 

L List Words, (30—45) 

Using the Tiv-Hook write: 

1 Dative, 2 detective, 3 active, 4 talkative, 5 active- 
ly, 6 operative, 7 adjective, 8 receptive, 9 receptively, 
10 captivity, 11 expletive, 12 corrective, 13 ineffective, 
14 fugitive, 15 indicative, 16 respectively, 17 creative, 



142 SHORTHAND 

18 elective, 19 executive, 20 imitative, 21 negative, 
22 illustrative, 23 instructive, 24 negatives, 25 opera- 
tives, 26 prerogative, 27 curative, 28 protective, 
29 detectives, 30 deceptive. 

5* Wofdsigns* 

subjective descriptive connective collective reflective figurative 

collectively reflectively figuratively 



legislative consecutive inductive objective herein 

consecutively inductively objectively 

6* Phrases, (50—45) 

1 He-was-subjective, 2 a-descriptive-case, 3 collec- 
tive-assembly, 4 reflective-powers, 5 spoke-figurative- 
ly, 6 legislative-affairs, 7 a-consecutive-case, 8 reason- 
is-inductive, 9 in-the-dative, 10 such- talkativeness, 25 
11 a-new-adjective, 12 it-is-indicative, 13 creative-pow- 
er, 14 executive-days, 15 elective-officers, 16 he-is- 
elective, 17 very-imitative, 18 in-his-active-way, 19 he- 
was-an-operative. 50 

7. Utter. (94—1:30) 

Dayton, Ohio, May 7, 190.1. 
J. Loomis, 

Milan, Mich. 
Dear-Sir: — 

Friday I-delivered to the-express company for-you 
six-cases 25 of paper. It-should have-been in Milan on 
Saturday. I-am-sure there-is something wrong. The-de- 



LESSON XXXVI 143 

lay may-be due to-carelessness of 50 the-express-men. I- 
presurae it- will take several-days to-trace the-package. 
However, I- will hurry-it up all I-can. If-you 75 fail to- 
receive-it within a-week be-sure to-write me-again. 
Very-truly-yours, 

Moore & Co. 94 

8* Letter. (125—2) 

Tecuuiseh, Mich., May 11, 1902. 
Boston Hotel Co., 
Boston, Mass. 
Dear-Sirs: — 

When-I-was at-your Ocean Beach Hotel near 25 Bos- 
ton two-weeks ago I-came away in-a-hurry in-response- 
to a-telegram to-look up a- very-important-sale at-this 
place. 50 I-have-been too busy to-write-you before this. 
I-have-been fearful that you would begin to-think I- 
was trying to jump 75 my bill at-your house. I-hope 
the-check herein will relieve you of any-such feeling, 
if-you have-been harboring such an-idea. 100 I-rather 
expect to-be with you-again in-a-few months. Please 
to-acknowledge receipt of the-check I-enclose, 

Truly-yours, 

Peter Cooper. 125 

9. Letter* (125—2) 

Chelsea, Mich,, April 12, 1901. 
Digby Harness Co., 

Chicago, 111. 
Sirs: — 

Will-you please-to explain why I-fail to-re- 
ceive 25 the-four sets of -carriage harness and-the-set of- 
heavy farm harness for-which I-gave you my check in- 
person when-in Chicago 50 on March 27? You said-that- 



144 SHORTHAND 

you would-require but two-days to-have all of-thern 
ready and-that you-would ship same 75 by-express. It- 
has-now been over-two-weeks and-my customers are- 
in an-especial hurry for-them. I-will lose all-five 
sales 100 unless the-harness reach-here within a-very 
few days. Please to-give this-your early attention. 
I-am, 

Very-truly-yours, 

I. M. Blake. 125 

JO* Translation* 




tf x i^\-^ <Fj^^~U 



LESSON XXXVIL 

THE ST-LOOR 

1. The consonant sounds of st. sd and zd very fre- 
quently occur at the beginning or end of a syllable 
without an intervening sounded vowel. In such cases 
the two are generally represented by elongating the 
S-Cifcle, forming what is called the St-Loop* It is the 



LESSON XXXVII 145 

« 

same width as the S-Circle and about one-half the 
length of the stroke to which it is joined. Sometimes, 
though rarely, the St-Loop is used to represent an s or 
z at the end of one syllable and a t or d at the begin- 
ning of the following syllable, as in gesticulation* When 
used on straight letters the St-Loop is written on the 
S-Circle side, except in cases where it is desired to indi- 
cate the N-Hook by placing the loop on the N-Hqpk 
side of straight letters, as in against* On curved letters 
the loop is written within the curve. 

2* When an s or z follows the loop it is written 
across the stroke at the, end of the St-Loop, as in rests* 

3* The St-Loop cannot be used when st* sd or zd oc- 
cur at the end of the first or of a medial syllable and 
the following syllable would require one to cross the 
stroke to which the St-Loop is attached and make a 
stroke on the opposite side. For example the word 
vestige is not written Ve-St-Jay* but rather Ve-Iss-Te-Jay* 
The reason for this is that in rapid writing the ten- 
dency would be to broaden the St-Loop so much, if thus 
used, that it would be mistaken for a Sez-Circle and thus 
lead to confusion in reading. This tendency has in a 
measure been overcome by shortening the St-Loop into 
an S-Circle and forming Wordsigns of the more com- 
monly occurring words where the St-Loop would natur- 
ally come and would be followed by a stroke on the 
opposite side. This is shown in such Wordsigns as 
mostly* postoffice* etc. The St-Loop cannot be used 
when the t or d is the last consonant in a word and has 
a sounded vowel following it, as in tasty* written Te- 
Iss-Te* 

The use of the St-Loop is shown by the following 
words : 

39 



146 SHORTHAND 



past fast rests investing star razed gesticula- lasting against 

tion 

EXERCISE 37. 
Using the St-Loop write: 
4. List Words. (58—1:15) 

1 Best, 2 breast, 3 blast, 4 blasting, 5 cast, 6 crest, 
7 dust, 8 fast, 9 infest, 10 feasting, 11 chaste, 12 roast, 
13 ghost, 14 zest, 15 mist, 16 protest, 17 honest, 
18 forced, 19 druggist, 20 forest, 21 justify, 22 inves- 
tigation, 23 text, 24 vexed, 25 manifest, 26 chastised, 
27 abused, 28 steel, 29 hosts, 30 mists, 31 raised, 
32 staff, 33 utmost, 34 majestic, 35 elastic, 36 reposed, 
37 danced, 38 advised, 39 professed, 40 voiced, 41 des- 
tiny, 42 pleased, 43 waste, 44 glazed, 45 accused, 
46 perused, 47 foist, 48 west, 49 mast, 50 against, 
51 bounced, 52 proposed, 53 noised, 54 yeast, 55 re- 
joiced, 56 boasting, 57 incrust, 58 statistics. 

5* Wordsigns* 



<^^ 



JX. 



we-must six-or- tempta- stenography one-of- one-of- first next next- 
seven lion stenographer the- best the-most time 
stenographic 

6* Phrases* (62—1) 

1 We-must-do, 2 take-one-or-two, 3 he- will-take - 
one-or-two, 4 two-or-three-cases, 5 six-or-seven-ma- 
chines, 6 five-or-six-days, 25 7 resist- the-temptation, 
8 stenographic-work, 9 they-receive-money, 10 one-of- 
the-best-cases, 11 took-one-of-the-most, 12 he-has- just- 
come, 13 the-next-time, 50 14 must-expect-such-cases, 



LESSON XXXVII 147 

« 

15 you-conie-next, 16 he-was-accused, 17 they-rejoiced. 62 

7. Letter. (177—3) 

Lansing, Mich., May 11, 1901. 
Hon. Wm. McKinley, 

Executive Mansion, 
Washington, D. C, 
My-Dear-Sir:— 

I am in receipt of 25 information from Hon. J. C. 
Burroughs, member of-the U. S. senate from-this state, 
to the- effect that the-petition in-favor of Thomas 50 
Burke, as consul to Rome, has your approval. It- 
pleases me very-much to hear-this for I-know-that Mr. 
Burke has ample ability 75 to fulfil the-duties of-such 
an-office. I-feei pleased at the-outcome of -my work for 
Mr. Burke, for, as-you-know, 100 I-was the-iirst one to- 
propose his name for that-place. I-was very well- 
aware that if-your spare time would allow you 125 to- 
look-into the-question of Mr, Burke's qualifications for- 
the-place you-would have-no hesitation in selecting him 
for so-important a-statioii. ]50 I-desire to-assure-you 
that-he-will do honor to the-high-position in-which you 
have placed him, I-am, 

Sincerely -yours, 

Wm. 175 Alden Smith. 177 

8. Letter- (121—2) 

Lexington, Ky., Nov, 22, 1901. 
Col. James Otis, 

Nashville, Tenn. 
My-Dear-Colonel : — 

I-have your favor of the-tentli. Your 25 plan to 
push vigorously the-petition in-f&vor of General Ash- 
ton for the-office of U. S. Marshall for the-next term 



148 SHORTHAND 

has my -approval. 50 The-general deserves the-honor 
and-it-is-my sincere hope that both-members of the- 
senate from-your state will-do everything possible to 75 
induce Mr. McKinley to-select Gen. Ashton. I-am at- 
your service if-there is anything I-can-do to-aid you in- 
his-behalf. 100 Be-sure to-write-me if -you see wherein 
I-can assist-you in-any-manner-whatever. 

Sincerely-yours, 

Thomas Eaton. 121 

9* Translation* 



LESSON XXXVIII. 

THE STR-LOOP. 

U A loop the same length as the St-Loop, but fully 
twice as wide at the center, is used to represent the 
consonants str and is called the Str-Loop. Usually all 
three of the sounds represented by the Str-Loop occur 
in one syllable, either at the beginning or end. How- 



LESSON XXXVIII 149 

ever, s raay occur at the end of one syllable and tr at 
the beginning of the next as in register , or st may come 
at the end of one and r at the beginning of the next as 
in poster* 

2* The Str-Loop is used on both straight and curved 
letters. If the letters str are the last consonants in a 
word and a sounded vowel follows, as in vestry, the Str- 
Loop is not used. If an s follows the Str-Loop it is rep- 
resented by crossing the stroke at the end of the loop 
and writing an S-Circle on the opposite side of the let- 
ter from the Str-Loop, as in ministers, shown below. If 
one of the endings tion, sion, or cion follows the Str-Loop t 
it is represented by crossing the stroke at the end of 
the Str-Loop and forming the S-Shun-Hook, as in demon- 
stration, shown below. 

3* The Str-Loop may be written on the N-Hoofc side 
of straight letters to indicate a following n as in the 
word punster* 

4* Some teachers believe that neither the St-Loop 
nor the Str-Loop should be used at the beginning of a 
stroke, as in the word stale, written St-Loop-Lay, or in 
strong, written Str-Loop-Ing* It is claimed that it is 
awkward and retards one's speed to so use these loops. 
We cannot agree with this idea and recommend the use 
of both hooks at the beginning as well as at the end of 
consonant strokes. 

5* Care should be taken to form this loop fully 
twice as wide, or even wider, at the middle, than the 
St-Loop so that it will not be confused with that loop. 

The use of the Str-Loop is shown in the following 
words: 

40 



150 SHORTHAND 



boaster plaster ministers punster demonstration strength 

EXERCISE 38. 

Using the Str-Loop write the following words: 

6* List Words. (45—1) 

1 Master, 2 faster, 3 luster, 4 roaster, 5 bluster, 
6 duster, 7 spinster, 8 poster, 9 bolster, 10 dexter, 
11 rooster, 12 sinister, 13 cluster, 14 posters, 15 regis- 
ter, 16 strangle, 17 strong, 18 administer, 19 strange, 
20 stranger, 21 illustration, 22 songster, 23 fosters, 
24 tester, 25 gamester, 26 obstruction, 27 administers, 
28 casters, 29 feasters, 30 jester, 31 pastor, 32 blister, 
33 fester, 34 coaster, 35 dusters, 36 clusters, 37 strung, 
38 strings, 39 demonstration, 40 disaster, 41 disasters, 
42 coasters, 43 toaster, 44 Brewster, 45 twister. 

7* Wordsigns* 

I l\ ^ — V* ts — L— 

at- at-the- Baptist by -the- by-way-of- constitution-of- circumstance 
first first first il lustration the-United- circumstances 

States 



r J .* ■ ~- L 



denomina- deliver- extra- for-the- from-first- mystery Northwest 
tional ance ordinary first -time to-last 

8. Phrases, (61 — J) 

1 A-new-tester, 2 a-Baptist-minister, 3 purchase- 
toasters, 4 he-was-pastor, 5 broke-the-caster, 6 sever- 
al-disasters, 7 pick-a-cluster, 8 use-the-duster, 9 your- 
plaster, 25 10 cause-a-blister, 11 he-will-administer, 12 he- 
was-a-gamester, 13 examine-the-register, 14 a-large- 



LESSON XXXVIII 151 

« 

rooster, 15 he-was-raaster, 16 will-add-luster, 17 make- 
a-bluster, 50 18 a-large-poster, 19 the-obstruction, 20 a- 
Methodist-minister, 21 was-a- jester. 61 

9- Letter. (189—3:05) 

Ann Arbor, Mich,, June 1, 1901, 
Mr. B, L. Freeman, 

Mason, Michigan. 
Dear- Sir: — 

I-hear that-you-expect soon to-eroploy 25 one-or-two 
more stenographers in-your factory. If-I-am correct 
in -this I-desire to-make application for a-position with- 
your company. 50 I-bave taken a-course at the-school 
here and-can-now take dictation at a- rate which-would 
enable-me to-do your work 75 in-a-manner satisfactory 
to-you. Lam willing to begin at a-low rate and-con- 
tinue at a-small salary until I-shall prove 100 to-you that* 
my services are worth more. I-can come at any-time. 
I-enclose a-number of-testimonials and-can furnish as- 
many 125 more as-you-may desire as-to-character and- 
ability as-an-amanuensis.' Ail-that I-wish to-begin 
with is-a-chance to-show 150 what I-can-do and-what I- 
am worth to an-employer. I-hope that-you may have 
a-place for-me in a- very 175 few-days. I-shall await your 
reply with-much anxiety. 

Sincerely-yours, 

Thomas Worden. 189 

10. Letter. (188—3:05) 

Homer, Mich., April 22. 1901. 
W. B. Dickerson. 

Dayton, Ohio. 
Dear-Sir: — 

This morning I-noticed your-advertisement in-the 



152 SHORTHAND 

Toledo 25 Bee stating that-you desire to-employ a-trav- 
eling man for-this section of Michigan. I- write for- 
more information on the-subject. I-desire 50 such a-po- 
sition and- am sure that-my experience has-been such 
that I-can give you perfect satisfaction in case the-work 
is-such 75 that I-can manage it. I-judge from the-brief 
mention in the-advertisement that-you desire someone 
to-take general charge of-your 100 agencies in-this vicin- 
ity. It-is because I-have ability to-do just this-class 
of -work that I-write you to-make application for 125 the- 
job. I-shall be-pleased to answer any-questions you- 
may wish to ask or to-furnish any references you de- 
sire. I-am sure 150 that if-you will-only give-me a-trial 
you-will be well-pleased with the-manner in-which I- 
shall do my-work. Please 175 to-reply at an-early day 
and-oblige. Very-truly-yours, 

Linus Galpin. 188 

II ♦ Translation* 

-/-f \.vsf^^^ L-2- v — j ,,* ^ y\A- ) 



153 

LESSON XXXIX. 

DOUBLE LENGTH LETTERS- 

J 4 Any curved letter may be written double length 
for the purpose of indicating certain following sounds. 

(1) Emp, written double length, adds an r, as in 
damper* 

(2) Ing lengthened adds kr or gr, as in anchor or 
anger* 

(3) Any other curved letter written double length 
adds either tr, dr or thn 

2* These added letters may be in the same syllable 
with the stroke that is lengthened or in a following 
syllable. 

3* It is advisable for the beginner to write length- 
ened letters a little more than double the usual length 
so as to avoid ail danger of confusing them with med- 
ium length letters. 

4* It is not allowable to use the lengthened stroke 
when the letters indicated- by lengthening are the last 
consonants in the word and a sounded vowel follows, 
as in the word angry, which should be written Ing-Ger* 
The application of the double length letters is shown 
in the following words: 



^ 



damper leather anchor further another nutter order murder 

5* Any curved letter may be made double length to 
indicate a following there* their, or other* 

EXERCISE 39* 

Applying the double length principle, write the fol- 
lowing: 

41 



154 SHORTHAND 

6* List Words. (60—1:15) 

1 Lumber, 2 thunder, 3 blunder, 4 anger, 5 tamper, 
6 cylinder, 7 banker, 8 hunger, 9 surrender, 10 legis- 
lator, 11 another, 12 literal, 13 re-enter, 14 murder, 
15 reporter, 16 slander ? 17 slumber, 18 encumber, 
19 finger, 20 maternal, 21 eccentric, 22 diameter, 
23 render, 24 wonder, 25 central, 26 thermometer, 
27 yonder, 28 entirely, 29 Anderson, 30 scamper, 
31 eastern, 32 stronger, 33 swifter, 34 swelter, 
35 hanker, 36 timbers, 37 letter, 38 tender, 39 sender, 
40 lender, 41 Alexander, 42 promoter, 43 smother, 
44 neither, 45 calender, 46 flinders, 47 welter, 48 lad- 
der, 49 smatter, 50 meter, 51 motor, 52 feather, 
53 hinder, 54 tinker, 55 cimeter, 56 letters, 57 amber, 
58 chamber, 59 linger, 60 clinker. 

?♦ "Wotdsigns. 

-^— - i — — ( 

later -than another-one of- their no-other some-other the-other 



i 



the-other-one longer-than any-other some-other-one 

8- Phrases* (59—1) 

1 Was-later-than, 2 you-were-later-than, 3 have-an- 
other-one, 4 it-is-longer-than, 5 there-was-no-other, 
6 take-another-o.ne, 7 all-of-their-money, 25 8 take-some- 
other, 9 you-render, 10 you-surrender-it, 11 never-sur- 
render-it, 12 see-him-scamper, 13 encumber-the-place, 
14 was-a-banker, 15 eccentric-people, 16 a-finger- 
brush, 50 17 stop-the-meter, 18 in-neither-case, 19 they- 
wrote-letters. 59 



LESSON XXXXX 155 

9. Letter. (338—5:30) 

Saginaw, Michigan, August 1, 1901. 
Hon.. James B. Angell, 

University of Michigan, 
Ann Arbor, Michigan. 
Dear-Sir:— 

I-ani-expecting to enter 25 the-University this fall. 
It-is-my desire to-first take the-literary course and- 
then enter the-law school. I-would like-very-niuch 50 
to-take both-courses in-five years. Will-it be possible 
for-me to-do this ? I-have been in a-law-office for-two 75 
years and-I-had supposed that the-work done during 
this-time would-help materially to-recluce the-course at 
the-University. I-hear, however, 100 that-you never-al- 
low work-done in a-law-office to-apply on the-law 
course at the-University. Is this true ? I-hope that 125 
what I-hear is incorrect for I-feei that the-thorough 
work I-have done in-the-study of -law should-be allowed 
to-apply 350 on my-course so that I-may finish both 
courses in-the-five years. ■ In-case it-is against your 
rules to-make any allowance 175 for-this work I-shall 
probably go to-some-other school since my business 
affairs are such that I-must finish my education within 
five 200 years. I-hope, if -you have-such a-regulation at 
the-University, you-will rnake-an-exception in-my case. 
I-know that I-can 225 - satisfy-you by-just as thorough a- 
test as-you care to-apply in-the-form of an-examination 
that I-have-done first-class 250 work so far as I-have 
gone in-the-study of -the-law and-that of the-two years 
I-gave to the-subjectnone 275 of the-time was-allowed to- 
go-to waste. 

Will-you therefore please to inform-me just-what 
your rules are, and-if-they-are-against 300 allowing any- 



156 SHORTHAND 

thing for- work-done in a-law-office before entering the- 
University, is there any-chance of-your making an- ex- 
ception in-my-case ? 325 Your-early attention will-oblige- 
me very-much. Sincerely-yours, 

James J. Mulligan. 338 

JO* Translation* 



l^^'V^ gOX 






LESSON XL. 

REVIEW- 

U Questions: 

(1) What large final hook is used with straight 
letters on the side opposite the S-Cir cle ? 

(2) May the Tiv-Hoofc be written on curved let- 
ters? 

(3) May the Tiv-Hoofc ever be used when the let- 
ters represented by the hook are divided between . two 
syllables ? 



LESSON XL 157 

(4) What vowels may intervene between the 
stroke and a following Tiv-Hoofc? 

(5) When an S-Circle occurs immediately after a 
Tiv-Hoofc where is it written ? 

(6) Give three words illustrating the use of the 
Tiv-Hoofc* 

(7) How are the sounds of st represented when 
they occur together at the beginning or end of a 
syllable ? 

(8) What is this loop called ? 

(9) May it be used for any other sounds except 
that of st ? 

(10) Is it ever allowable to use the St-Loop to rep- 
resent st when s is at the end of one syllable and t at 
the beginning of the next ? 

(11) Give an illustration. 

(12) On which side of straight letters must the St- 
Loop be written ? 

(13) May it ever be used on the N-Hoofc side of 
straight letters ? 

(14) When the sounds of s and t are the last conson- 
ant sounds in a word and a sounded vowel follows, may 
the St-Loop be used ? 

(15) When an S-Circle follows a St-Loop where is it 
written ? 

(16) May the St-Loop be used when, because of its 
use, a following stroke in the same word would neces- 
sarily be struck across the letter to which the St-Loop 
is attached? 

(17) How are the letters str usually represented 
when they occur together in a syllable or when they 
occur in succession part at the end of a syllable and 
part at the beginning of the following syllable? 



158 SHORTHAND 

(18) On what letters may the Str-Loop be used? 

(19) On which side of straight letters is this loop 
used? 

(20) How does this loop compare in size with the 
St-Loop? 

(21) If the letters str are the last consonants in a 
word and a sounded vowel follows may the Str-Loop be 
used ? 

(22) How is an S-Circle written when it immediate- 
ly follows the Str-Loop? 

(23) May the S-Shun-Hoofc be used immediately fol- 
lowing the Str-Loop? 

(24) How much wider is the Str-Loop than the 
St-Loop ? 

(25) What letter is added by making Emp double 
length ? 

(26) What are the two endings either of which may 
be added by making Ing double length ? 

(27) What are the three endings any one of which 
is added by making any other curved letter double 
length ? 

(28) Are the endings added by the lengthening of 
curved letters necessarily in the same syllables with 
the letters made double length ? 

EXERCISE 40/ 

2, List Words. (67—1:15) 

Dative active talkative actively corrective execu- 
tive negative illustrative instructive protective breast 
blasting ghost zest druggist investigation manifest 
chastized hosts staff utmost majestic pleased against 
bounced 25 noised yeast rejoiced incrust roaster poster 
bolster dexter strong strangle register administer 
strange illustration songster gamester casters pastor 



LESSON XL 159 

feasters blister fester dusters lumber anger tamper 60 
cylinder central entirely Anderson eastern swifter 
swelter hanker lender Alexander welter meter tinker 
feather cimeter amber chamber 67 

3* Wordsigns* 

* ^ — ±? ^ ^ 

subjective descriptive connective collective reflective figurative 

collectively reflectively figuratively 



-4L ^ M \ 



legislative consecutive inductive objective herein 

consecutively inductively objectively 



^^ 



'"""C L-^ fr y *~^ s ^-^ ^ ^ ^v-a 



we-must six-or- tempta- stenography one-of- one-of- first next next- 
seven tion stenographer the-best the-niost time 
stenographic 

I J\^ Vs te i— 

at- at-the- Baptist bv-the- by-way-of- constitution-of- circumstance 
first first first illustration the- United- circumstances 

States 



t 



^Y> ^o <^ 



denomina- deliver- extra- for-the- from-first- mystery Northwest 
tional ance ordinary first -time to-last 



^J? 



v— ^e 



later-than another-one of-their no-other some-other the-other 



160 SHORTHAND 



i 



the-other-one longer-than any-other some-other-one 

4, Phrases. (81—1:20) 

He-was-subjective a-descriptive-case legislative- 
affairs in-the-dative such-talkativeness executive-days 
he-is-elective we-must-do take-one-or-tw T o 25 two-or- 
three-cases stenographic-work raust-expect-such-cases 
he-was-accused a-Baptist-minister purchase-a-toaster 
use-the-duster examine-the-register 50 will-add-luster 
a-large-poster the-obstruction a-Methodist-niinister 
was-later-than there-was-no-other you-render encura- 
ber-the-place eccentric-people 75 a-iinger-brush stop- 
the-meter. 81 

5* Letter- (94—1:30) 

Dayton, Ohio, May 7, 1901. 
J. Loomis, 

Milan, Mich. 
Dear-Sir: — 

Friday I-delivered to the-express company for-you 
six-cases 25 of paper. It-should have-been in Milan on 
Saturday. I-ani-sure there-is something wrong. The-de- 
lay may-be due to-carelessness of 50 the-express-men. I- 
presume it- will take several-days to-trace the-package. 
However, I-will hurry-it up all I-can. If-you 75 fail to- 
receive-it within a-week be-sure to-write me-again. 

Very-truly-yours, 

Moore & Co. 94 



LESSON XL 161 

6* Letter. (J2J — 2) 

Lexington, Ky., Nov. 22, 1901. 
Col. James Otis, 

Nashville, Tenn. 
My-Dear-Colonel: — 

I-have your favor of the-tenth. Your 25 plan to 
push vigorously the-petition in-favor of General Ash- 
ton for the-office of U. S. Marshall for the-next term 
has my -approval. 50 The-general deserves the-honor 
and-it-is-my sincere hope that both-members of the. 
senate from-your state will-do everything possible to 75 
induce Mr. McKinley to-select Gen. Ashton. I-am at- 
your service if-there is anything I-can-do to-aid you in- 
his-behalf . 10 ° Be-sure to-write-me if -you see wherein 
I-can assist-you in-any-manner-whatever. 

Sincerely-yours, 

Thomas Eaton. 121 

7. Letter. (189— 3:05) 

Ann Arbor, Mich., June 1, 1901. 
Mr. B. L. Freeman, 

Mason, Michigan. 
Dear-Sir: — 

I-hear that-you-expect soon to-employ 25 one-or-two 
more stenographers in-your factory. If -I-am correct 
in-this I-desire to-make application for a-position with- 
your company, 50 I-have taken a-course at the-school 
here and-can-now take dictation at a-rate which-would 
enable-me to-do your work 75 in-a-manner satisfactory 
to-you. I-am willing to begin at a-low rate and-con- 
tinue at a-small salary until I-shall prove 100 to-you that- 
my services are worth more. I-can come at any-time. 
I-enclose a-number of-testimonials and-can furnish as- 

43 



162 SHORTHAND 

many 125 more as-you-may desire as-to-character and- 
ability as-an-amanuensis. Ail-that I-wish to-begin 
with is-a-chance to-show 150 what I-can-do and-what I- 
am worth to an-employer. I-hope that-you may have 
a-place for-me in a- very 175 few-days. I-shall await your 
reply with-much anxiety. 

Sincerely-yours, 

Thomas Worden. 18 ^ 



LESSON XLL 

THE HALVING PRINCIPLE, SEC L 
f ♦ Of the various methods of contraction in Short- 
hand the most important is that introduced in this 
lesson, i. e. the Halving Principle* It is that of indicat- 
ing a t or d in certain cases by writing the preceding 
stroke half the usual length. 

2* The general rule is that the t or d indicated by 
this method must be in the same syllable with the 
stroke shortened to indicate it. When it is clearly 
evident that considerable speed may be gained, or 
much more distinct angles secured without decreasing 
the legibility this rule may be varied, as in pocket, 
shown below. There are probably more exceptions to 
this rule than to any other in the entire system of 
shorthand. In order to prevent the student from un- 
intentionally going to the extremes in this respect, the 
list words in this lesson are, in the main, confined to 
words which follow the rule somewhat closely. When 
the student becomes more familiar with the use of the 



LESSON XLI 163 

Halving Principle he will be able to distinguish readily 
when he may vary the general rule without danger to 
legibility. 

3* The following illustrations show the use of the 
Halving Principle applied to letters without hooks. 

i. ^ "1 S \ u ] V 

pocket hate instigate result innocent tract promote art 

4* For the sake of convenience in referring to half 
length characters they are spoken of as follows: Half 
length Be to indicate a t is called Bet; to indicate a d 
Bed* A half length Kay to indicate a t is called Ket; to 
indicate a d, Ked, etc. 

5* When t or d is the last consonant in a word and a 
sounded vowel follows, the full stroke Te or De must 
be used, as in needy, body and pity, written En-De, Be- 
De, and Pe-Te* 

6* To secure greater legibility a single unhooked 
stroke is never written half length to represent a word 
of more than one syllable. For example abate, abide 
etc., are written Be-Te, Be-De, while the word bait 
is written Bet, and bide is written Bed* 

7. It has become the custom, though with no good 
reason, for Pitmanic writers, including the Graham 
and other slightly modified Pitman systems, not to 
write Ray half length when it is the only stroke in a 
word besides a t or d. Hence rate, for example, is 
written Ray-Te and not Ret; and road is written Ray- 
De and not Red, etc. 

8. It has been advised that the double length letters 
be made a little longer than twice the length of the 
ordinary letters. Likewise the half length letters 



164 SHORTHAND 

should be made a little less than half length so that no 
confusion between the letters of different lengths may 
result. 

EXERCISE 41. 

Using the Halving-Principle write the following words: 

9- List Words. (60 — J:J5) 

1 Boat, 2 coat, 3 date, 4 fate, 5 gate, 6 hate, 7 jot, 
8 kite, 9 late, 10 mate, 11 note, 12 paid, 13 operate, 
14 east, 15 tote, 16 vote, 17 berate, 18 theft, 19 legis- 
late, 20 bracelet, 21 adopt, 22 dictate, 23 estate, 24 es- 
pied, 25 elect, 26 eject, 27 erect, 28 rotate, 29 invade, 
30 reviewed, 31 repeat, 32 recent, 33 fade, 34 good, 
35 picket, 36 absent, 37 decent, 38 peasant, 39 pleasant, 
40 present, 41 pheasant, 42 accent, 43 execute, 44 sent, 
45 crescent, 46 sentence, 47 chestnut, 48 basket, 49 re- 
ceded, 50 refute, 51 invite, 52 implicate, 53 circuit, 
54 remit, 55 capital, 56 ratify, 57 rectify, 58 notify, 
59 certain, 60 jacket. 

I0» Wordsigns* 

" V v^, > I V 1 ^__CX_ 

Almighty after afternoon as-it ass - all-tbe do-it east-and- emphatic 
for-it ciate world west 



— c — =* — ^-^ - r 

feature fear-of- future good-and- manuscript nature natural of-it 
if-it God fact bad 



- ' *4 v: 



some- what some-time use-it wisdom world without yesterday about 

-^ 1 L — ^ ^ t 

establish at-it territory heart history is-it had-it 

established it-had 
etablishment it-would 



LESSON XLI 165 

iU Phrases. (65—1) 

1 A-rainy-afternoon, 2 after-six-days, 3 was-absent, 
4 in-an-afternoon, 5 as-it-was-coining, 6 associate-cases, 
7 in-all-the- world, 8 stay-and-do-it, 25 9 east-and-west, 
10 an-einphatic-story, 11 a-new-feature, 12 in -future - 
times, 13 the-good-and-bad, 14 took-his-manuscript, 
15 nature-of-the-case, 16 several-facts, 60 17 it-some- 
times-canie, 18 it-will-implicate-him, 19 at-the-capitol, 
20 recent-action, 21 they-ruay-ratify. 65 

12. Letter. (689-11) 

Saginaw, Mich., August 7, 1901. 
Mrs. Jane D. Frost, 

Marine City, Michigan. 
My-Dear Mrs. Frost :- 

It-has-been so-long since 25 I-have received a- 
letter from-you that I-fear you have left Marine City. 
I-trust. however, if-you have, this letter will-be 50 sent 
on to-you. I-have just received a-nice long letter from 
Etta Stover. As-you have asked about her so often, 
I-decided 75 to-write-you at-once and-tell-you what news 
I-have just received from-her. I-am-sure you-will be- 
pleased to-hear 100 of-her experience. You-will recol- 
lect that while she-was at-school she-took up the-study 
of Spanish and-became very proficient in-that 125 lan- 
guage. She-could both write and-speak it fluently. 
Then, you-will-remember, she-had another hobby. 
When-she was at-the University of Michigan, 150 she-took 
up the-study of stenography in-addition to-her regular- 
college work. You-know her-peop]e were wealthy 
and-she was not obliged 175 to-work, but she always said 
that-we never could-tell what-might happen to us and- 
she proposed to-be-ready for- any emergency. 200 Well, 



166 SHORTHAND 

in-her-case, the-ernergency came all too-soon. Within 
a-year after-she left-college her father met- with sever- 
al reverses in-business 225 and-lost every dollar he-had. 
Then it-was that Etta's special- work, both in stenog- 
raphy-and Spanish, was-a-boon to-her. Her-mother 250 
had died sometime before this and-her father's reverses 
broke-down his health. This left him helpless with 
no-one to-support him but-his 275 daughter. As-it was 
too-late in the-year to-secure a-school Etta began to- 
look about to see-what could be-done. Luckily 800 she- 
had become so-taken up with the-beautif ul art of stenog- 
raphy that-she had-kept up her practice and-was a- 
rapid writer. She 825 at-once began to-look-for a-posi- 
tion as an-amanuensis. She writes-me that every day 
for-over a-week she-did nothing but 850 go to one office 
after another in New- York-City seeking a- position, 
but-without-success. But she never thought of failure. 
Finally she came 875 to the-office of -the West India 
Transportation Company. "Yes," the-manager said, 
in-reply-to her application, "I-desire-a stenographer 
and-desire one 400 right-away, but," he said. "I-doubt if- 
you-can do the -work I-must-have done. I-have, since- 
the Spanish war, established agencies 425 throughout 
Cuba and Porto Rico, and-niustJtiave-a stenographer 
who knows Spanish thoroughly. I-have been unable 
so far, to-secure such-a-one 450 in-this city or anywhere 
else. I-must-have just such an-amanuensis and-am 
willing to pay liberally for-such-a-one." "You-inay 475 
imagine," Etta writes, "how-my heart throbbed while 
the-mana^er was-specifying what he-must-have in-a 
stenographer for I-just knew I-could 500 do the-work." 
To-tell a-long-story in-a-few sentences, Etta began 
work that- very day at-a-large salary. She-says she 525 



LESSON XLI 167 

has no-trouble in-doing the- work. 

She-writes that-from what she-sees there-wili-be, 
for-years to-come, a-large-number of 550 openings for 
stenographers who-can write and-translate Spanish. 
vSince the-opening up of-the West Indies to American 
commerce there-is, as-a result 575 a rapid increase in the- 
business relations between these-new territories and- 
the United-States. 

She-is very-happy in-her new-position since-she 600 
enjoys the-work itself and-at the-same-time can also 
help her father so-much. She-says that-her knowledge 
of stenography has-been 625 and-is of-more practical 
value to-her, especially when-it-comes-to-making a- 
living, than-her entire-college education. Etta's pre- 
sent address is 65C 407 Union Square, New- York-City. 
I-am sure she- would-be very-much pleased to-hear 
from-you. I-know you-will 675 write-her at-once now 
that-you have her-address. 

Sincerely-yours, 



Ethel Welch 6Sy 



13* Translation* 






168 

LESSON XLIL 

THE HALVING PRINCIPLE, SEC- IL 

11 Way, Yea, Emp and Ing are rarely halved. It is 
therefore possible with the four corresponding light 
strokes, Ar, El, Em and En, to make a distinction between 
the adding of t and cL D is added by halving these let- 
ters arid also shading diem. T is added by merely writ- 
ing these light letters half length. This increases the 
legibility of these letters when halved. As it is im- 
possible whet] using a pen to shade an upward stroke, 
El and not Lay must be used when it is halved and 
shaded to add d. 

2* This principle is illustrated in the following 
words: 

^ ^ c\ ^ ^ ^ ^ •> , 

failed felt made met net node ford article 

3* Em, En, El and Ar are not shaded to add a follow- 
ing d when these letters are modified by a hook. If 
this rule were not observed when halving these letters 
an En with a W-Hoofc t if shaded to add d, would con- 
flict with an En which is shaded when modified with an 
R-Hoofc, etc. 

4* In such cases as cored, gored and similar words, 
the shaded downward Ar does not form, a sufficiently 
clear angle. Therefore in words where r follows Kay 
or Gay and is to be halved it is better to represent a 
following t or d by a halved Ray* 

5* A Kay or Gay following Lay, Ef or Ve is not 
halved to represent t or d for the reason that the half 
length letters, not forming an angle with what precedes 
would be lost sight of. Therefore such words as looked, 



LESSON XLII 169 

effect, vacate, etc. must be written is full, thus: vacate, 
Ve-Kay-Te, and not Ve-Ket; effect, Ef-Kay-Te, and not 
Ef-Ket; and looked, Lay-Kay-Te, and not Lay-Ket* For 

the same reason a half length Ish. cannot be used after 
Lay, and similar outlines which will be evident to the 
student. Occasionally it is not convenient to use an 
El shaded when halved to add d, as in mislaid and em- 
bezzled* In such cases the half length Lay is used 
since with it the outline may be formed more easily and 
quickly. 

6* Although it is the general rule that the t or d 
represented by a half length letter should occur in the 
same syllable with the letter made half length, the 
past tense of regular verbs, formed by adding ed, is 
usually represented by the Halving Principle, as in 
plated, written Pel-Ted, and gloated; written Gel-Ted. 

EXERCISE 42. 

Using the proper halved characters, write the fol- 
lowing words: 

7* List Words. (60—1:15) 

1 Made, 2 nude, 3 bored, 4 load, 5 old, 6 yard, 
7 model, 8 end, 9 note, 10 deplored, 11 blamed, 12 rea- 
soned, 13 index, 14 needle, 15 Leonard, 16 knit, 17 sent, 
18 fight, 19 slit, 20 modify, 21 light, 22 fault, 23 salt, 
24 slating, 25 gored, 26 need, 27 needless, 28 sand, 
29 night, 30 mead, 31 mute, 32 meddle, 33 middle, 
34 mailed, 35 indolence, 36 neat, 37 manifold, 38 medi- 
um, 39 toiled, 40 mood, 41 renewed, 42 modulation, 
43 field, 44 unfold, 45 absurd, 46 unsold, 47 delayed, 
48 poured, 49 pervade, 50 ascend, 51 blossomed, 
52 assumed, 53 mould, 54 descendant, 55 indivisible, 
56 lewd, 57 doled, 58 endless, 59 finite, 60 imminent. 



170 SHORTHAND 

9* "Wordsigns* 

~4 »» ^^ & ^ 



downward hand handsome before- behold hand- immediate under 

hand beheld in-hand immediately 



-^^ — 4— — ^/- 



hold lord heard hard have- have- hand-writing hazard hardware 
held word it, had 

9. Phrases* (56—55) 

1 Goes-downward, 2 going-downward, 3 will-have-it, 
4 a-handsome-case, 5 many-handsome-cases, 6 behold- 
you-come, 7 you-will-behold, 8 many-beheld, 9 will- 
have-immediate-trial, 25 10 in-such-history, 11 must- 
have-it, 12 have-it-taken, 13 such-hazards, 14 is-it-com- 
ing, 15 have-had-it, 16 pray-the-Lord, 17 they-had-it, 
18 immediate-effect, 50 19 will-have-it, 20 never-have-it. 56 

10. Letter- (196—3:15) 

Nashville, Tenn., August 9, 1901. 
L. J. Sampson, 

Bay City, Mich. 
My-dear-Sir:- 

I-was very-much pleased to^receive-your 25 let- 
ter last night with the-information that I-was to have 
that-old matter off-my hands so soon. I-think you did 
very well 50 to dispose of all-those lots, especially those- 
with the-old houses upon-them, so-readily and-at-such 
very-good prices. As-it-has 75 now come-out I-will lose 
very-little on the-deal. If -you-will send me your bill I- 
will send-you-check to-balance 100 same. I-have signed 
all the-deeds to the-various pieces of-property and- 
same have gone by today's mail. I-hope that-they- 
will 125 reach -you safely. 
It-is a-relief to-me to have that entire estate business 



LESSON XLII 171 

closed up. I-desire to-assure you that I-fully 150 ap- 
preciate your work in-bringing the-business to-such an- 
early-close. 

Whenever I-have anything in the-line of-real-estate 
to-look after 175 in the-f utare you-may-be-sure that I-will 
send-it to-you. I-am 

Yours-truly, 

B. T. Lathrop. 196 

IU Suggestion, (185 — 3) 

Those who-have reached this-lesson may feel that- 
they-are very nearly through with the-study of the- 
principles of stenography, and-that all 26 they need 
after finishing the-few remaining lessons is plenty of- 
practice on miscellaneous matter, especially practice 
on letters, to- work up speed. One should 50 make a- 
specialty of-studying the-wordsigns, writing them over- 
and-over-again many-times. That-is one-thing so-many 
beginners neglect. Every Wordsign 75 in the-book 
should be-written over at-least once-a-day for-several 
weeks. When the-pupil can write the-whole list of 
Wordsigns 100 in the-book without stopping at the-rate 
of say sixty or seventy words per minute he-may then 
begin to-feel that-he knows 125 the- Wordsigns fairly 
well. The-young stenographer who can write his 
Wordsigns with no-more thought than is necessary 
for-one to-make use-of 150 when he dots his i's and- 
crosses his t's, is in-a-fair way to-succeed as-a stenog- 
rapher. Remember-this and-practice on your 175 Word- 
signs daily. You -never can-give them too-much prac- 
tice." 185 



172 SHORTHAND 

12. Translation, 



LESSON XLIIL 

THE HALVING PRINCIPLE, SEC IIL 
U Any consonant stroke modified by either an in- 
itial or final small hook or by both an initial and final 
small hook, may, like the simple letters, be halved to 
indicate a following t or d* When a hooked letter is 
halved it is treated as a single letter and the t or d add- 
ed must occur after both the stroke and the letter or 
letters indicated by the hook or hooks. For example, 
the word faint is composed of the consonants f-n-t* 
The N-Hoofc is used to indicate a following n and the 
character Fen is made half length and both the f and 
n are read before the added u The word fatten, with 
the t coming before the n, would not therefore permit 
of the use of the half length hooked letter, Fen, the 
word fatten being written Fet-En* Likewise in the word 
cleaned, for example, the double hooked letter Klen is 



LESSON XLIII 173 

« 

halved to represent a d after the letters represented by 
both the hooks and the stroke. 

2* The half length hooked letters are spoken of as 
follows: A half length Fel is called Flet if t is indicated, 
and Fled, if d is indicated. A half length Plen is called 
Plent, if t is indicated, and Plend, if d is indicated, etc. 

3* Although some reporters occasionally shorten a 
stroke upon which the Shim-Hook, Tive-Hook, large W- 
Hook, Ler-Hook, Rel-Hook, St-Loop or Str-Loop is used, 
it is best not to use the Halving-Principle with a letter 
modified by one of these large hooks or loops, unless it 
is very inconvenient to add the stroke Te or De* 

4. The use of the Halving Principle with hooked let- 
ters is shown in the following words: 

rambled migrate coughed mounting insolvent inclined demand gratify 

EXERCISE 43. 

Using the proper shortened hooked consonants write: 
5* List words* (56 — 1:05) 

1 Flagrant, 2 brittle, 3 depend, 4 found, 5 bound, 
6 lament, 7 patent, 8 retained, 9 expend, 10 extend, 
11 indent, 12 spending, 13 plantain, 14 suspend, 15 ten- 
dency, 16 fountain, 17 incident, 18 mountain, 19 grant, 
20 front, 21 puffed, 22 craft, 23 drained, 24 cleaned, 
25 friend, 26 enchained, 27 clamored, 28 shirt-, 29 sil- 
vered, 30 papered, 31 crowed, 32 glut, 33 Richard, 
34 hypocrite, 35 prevent, 36 celebrate, 37 refund, 
38 violent, 39 random, 40 husband, 41 deplete, 42 tal- 
ent, 43 degrade, 44 mankind, 45 democrat, 46 country, 
47 rebound, 48 repent, 49 betrayed, 50 infant, 51 virt- 

46 



174 SHORTHAND 

ual, 52 applicant, 53 freedom, 54 supplicant, 55 glutton, 
56 tangent. 

6* Wordsigns. 

j^ * Z *2Li - ' p 

</ 

we-are were- not with- which- which- which- cannot till-it tell-it 

not regard-to ought- not had not told 

not - wch-wd-nt 



why-not will-not virtue upon -it undersand under-go until-it unconcerned 



I 



J- 



testament toward towards they- such- such-were- shorthand spirit 
are-not are-not not 

Z « C^L C2 ^A ^- /C- ]: 

quite ma\ -not minority majority hundred manufacture respectful 

manufacturing respectfully 
manufactured 

7, Phrases* (60—1) 

1 Why-not-do-so, 2 we-are-not-coming, 3 with-regard- 
to-it, 4 will-not-say-so, 5 by-virtue-of, 6 depend-upon- 
it, 7 he-will-understand, 25 8 undergo-similar-treatroent, 
9 until-it-comes, 10 they-will-tell-it, 11 in-his-territory, 
12 take-Shorthand, 13 drained-the-canal, 14 they- 
repent, 15 all-mankind, 16 celebrate-the-occasion, 50 
17 they-made-a-grave, 18 violent-case, 19 a-very-rich- 
inan. 60 

8* Letter. (167—2:45) 

Grand Rapids, Mich., June 10, 1901, 
Mr. Edward Weeks, 

Port Huron, Mich. 
My-Dear-Sir:- 

We-have finally decided to-accept 25 your proposi- 



LESSON XLIII 175 

tion on the-coal land near Saginaw, that-is to pay-you 
ten cents per-ton on-all coal taken from beneath your 
farm 50 of-six-hundred and-forty acres, in-section seven- 
teen. We-have drawn lease to-this effect to-go into 
force July first and-to continue 75 fourteen years with 
priviledge of five years more upon same terms should- 
we so desire. We-have mailed instructions to-our 
representative in Port Huron, 100 to- whom we- will for- 
ward lease ready for-you to-execute. Please-to give- 
this matter your early-attention as-it-is our desire to 125 
begin work not later-than July first. This-will neces- 
sitate our ordering machinery without-delay. We can- 
not place our order until we receive the-lease 150 duly 
executed. We-hope this matter will-have your prompt 
attention. 

Respectfully-yours, 

T. M. LeGrand Co. 367 

9. Letter- (159—2:40) 

Port Huron, Mich., June 14, 1901. 
T. M. LeGrand Co., 

Grand Rapids, Mich. 
Sirs :- 

Your-letter of -the 10 inst. 25 was received Monday. 
Your representative in-this city, Mr. J. B. Dickinson, 
called the-same day with lease for-my signature. 
Examining-it I-discovered 50 that-you had left out one- 
item which-was agreed-upon when we-talked the-busi- 
ness over last week. I-refer to the-matter of 75 excava- 
tions for the-proposed mine. The- understanding was 
that-you were to have but-one opening and-that said- 
opening with the-necessary machinery was 100 to-occupy 
only three acres, said-three acres to-be wherever you 
desired them adjoining the-railroad-track. 



176 SHORTHAND 

I-put this-clause in the-lease 125 before-signing. If. 
this-is satisfactory, and-of-course it-will-be, since-it 
was agreed-upon, you-can file the-lease and-go-ahead 150 
with the-purchase of-machinery. 

Yours-truly 

Edward Weeks. 159 

10. Translation* 



LESSON XLIV. 

THE HALVING PRINCIPLE, SEC IV. 

\. When an S-Circle occurs at the end of a shortened 
consonant, either simple or modified by one or more 
hooks, the s is read after the added t or d. This differ- 
ence of the S-Citcle from the hooks representing letters 
which must be read before the t or d, should be care- 
fully noted by the student. This principle is shown in 
the words gloats and kinds given below. 

2* It sometimes happens that a final half length Te 
or De does not make an angle, or makes a v£ry poor 



LESSON XLIV 177 

angle, with the preceding letter. In such cases the 
half length letter may be disjoined from the preced- 
ing stroke. This is called the Disjoined Ted* Its use 
is shown in such words as dated, dreaded, opinionated and 
omitted* If it were not disjoined the half length let- 
ter would be lost sight of. The Disjoined Ted, when 
used, should be written beside and very close to the 
end of the letter from which it is disjoined, as shown 
below. 

3* The strokes Way and Emp are sometimes, though 
rarely, shortened. The exception is in such words as 
jumped, swayed, etc. 

4* Occasionally it is found convenient to write a 
half length Es with an upward stroke, as in factionist* 

5* When a final t or d is preceded by two separately 
pronounced vowels as in poet, duet, quiet, etc. , the Halv- 
ing Principle cannot be made use of. 

6» The above principles are illustrated by the fol- 
following words: 

ti i % I A \- o I *» 

gloats kinds dreaded dated jumped pumped swayed factionist 

EXERCISE 44. 

Using the proper outlines write the following words : 

7. List Words. (53—*) 

1 Floats, 2 cuts, 3 inflates, 4 cadets, 5 indents, 6 re- 
futes, 7 amusements, 8 treated, 9 doted, 10 dreaded, 
11 institute, 12 omitted, 13 attitude, 14 opinionated, 
15 annotated, 16 waited, 17 edited, 18 dated, 19 situa- 
ted, -20 awaited, 21 audited, 22 instituted, 23 deeded, 
24 prompted, 25 attempted, 26 exempted, 27 preempted, 
28 indicated, 29 freighted, 30 tooted, 31 effected, 32 ad- 
mitted, 33 mated, 34 meted, 35 emptied, 36 mooted, 

47 



178 SHORTHAND 

37 strutted, 38 trotted, 39 traded, 40 matted, 41 entreat- 
ed, 42 studded, 43 credited, 44 indicated, 45 imitated, 
46 limited, 47 submitted, 48 resubmitted, 49 animated, 
50 intimated, 51 redeeded, 52 reindicated, 53 unattemp- 
ted. 



8* Wbrdsigns* 

rEf £, __^ %. 



s~ 



astonish-ed act-of at-all- according behind child circulate 
astonishment Congress events according-to be-not 

~" - L a ' K ' « l 

co-operate can-it circum- construe- delight deriva- did-not do-not dare-not 
stantial tion tive 



Vl\ 



-U 



for-the- from-it forward guilt gentle- gentle- give-it gave-it 
most-part guilty men man 



is* 



s/" 



historian have-not better-than 

9- Phrases* (60—1) 

1 Astonish-him, 2 much-astonishment, 3 be-at-it, 
4 an-act-of-Congress, 5 take-the-child, 6 behind-it, 
7 was-better-than, 8 a-new-creature, 9 you-must-co- 
operate, 25 10 cannot-do-so, 11 a-delightful-day, 12 dare- 
not-come, 13 many-gentlemen, 14 will-not-give, 15 he- 
was-historian, 16 seven-hundred, 17 have-not-come, 
18 hear-from-it, 50 19 a-grand-occasion, 20 will-you-co- 
operate, 21 he-was-a-gentleman. 60 
10* Letter* (168—2:45) 

New Albany, Ind., May 11, 1901. 
Messrs. Johnson & West, 

St. Louis, Mo. 
My-Dear-Sirs: — 

Your agent was-here yesterday 25 and-I-gave-him 



LESSON XLIV 179 

an-orde. I-iind that the-forenian in-one of -our depart- 
ments neglected to enter-upon the-order book certain 
material 50 that I-must-have at-once. Will-you, there- 
fore, add the-f olio wing to our order: 

1 Gr. Pt. Tin Cups, 
| " Qt. 4 < 75 

4 doz. 4 Qt Tin Pails, 

2 " 6 Qt. " 

iGr. Qt. " Dippers 
fGr. Pt. " << 100 

i Gr. 2 Qt. Granite Stew Pans, 
£Gr. 3 Qt. 

3 doz. Challenge Egg Beaters. 

I-hope this letter 125 will reach-you in-time for-you to- 
send the-above items with the-goods ordered through 
your agent and-thus avoid an-extra shipment. 350 

To make-sure of -it I-send this with special-delivery 
stamp. I-am 

Yours-truly, 

Thomas Benton. 168 
iU Letter. (139—2:15) 

New Orleans, La., July 5. 1901. 
Alaska Refrigerator Co. , 

Duluth, Minn. 
Gentlemen: — 

We-beg to inform-you that the-last car of 25 
refrigerators you billed on June 20 has-not-yet arrived 
in-this city. We-are beginning to get uneasy about it 
for our supply 50 is running very-low. Will-you please 
trace-it by wire at-once. It-is probably side-tracked 
somewhere and-will no-doubt lie there 75 until a-tracer 
reaches-it. Do-not fail to keep the-tracer moving un- 
til-you succeed in locating-it as-our supply is about 



180 LESSON XLV 

exhausted 100 and-then, too, we would-be obliged to 
carry the-entire shipment over to the-next season, a- 
thing we-desire to avoid, if -possible. 125 

Hoping that-this-will receive-your immediate atten- 
tion, I-am, 

Respectfully-yours, 

Theodore Parker. 139 
J 2* Translation* 



LESSON XLV. 

REVIEW- 

U Questions: 

(1) What letters are indicated by writing certain 
letters half length? 

(2) As a rule must the t or d indicated by writing 
a letter half length, be in the same syllable with the 
shortened letter? 

(3) Is this rule always strictly observed? 



SHORTHAND 181 

(4) What two exceptions to this rule and why are 
they made? 

(5) When t or d is the last consonant in a word 
and a sounded vowel follows, may a preceding stroke 
be halved to indicate the t or d? 

(6) By what names are the half length letters 
designated? 

(7) Give several examples. 

(8) Would it be proper to write a half length b for 
the word abode? 

(9) Is it allowable to write Ray half length to 
represent a following t or d when the t or d is the only 
other consonant in the word? 

(10) Are Yea, Way, Emp and Ing frequently 
halved ? 

(11) How are Ar, Lay, Em and En modified in ad- 
dition to being halved when a d is to be indicated ? 

(12) When Ar, Lay t Em and En are modified by a 
hook are they shaded as well as halved to indicate ad? 

(13) How is a d indicated when it is inconvenient 
to use a half length shaded El ? 

(14) Where an t follows Kay or Gay and is to be 
halved to indicate a t or d how should it be written and 
why? 

(15) Is it proper to use a half length Kay or Gay 
after an Ef, Ve or Lay ? 

(16) May a half length Lsh be used after Lay ? 

(17) Is it ever allowable to use a half length Lay 
to represent a following d ? If so, give example. 

(18) How is the past tense of regular verbs indi- 
cated ? 

(19) May letters with initial or final hooks be 
halved to add a following t or d ? 

48 



182 LESSON XLV 

(20) If a hooked letter is written half length does 
the t or d indicated come before or after the letters 
indicated by the hook or hooks ? 

(21) When a half length letter has an S-Circle at 
its end is the s represented by the circle read before 
or after the t or d indicated by halving ? 

(22) Is it advisable to halve letters containing the 
Shun-Hook and the other large hooks ? 

(23) What is meant by the character called the 
Disjoined Ted and why is it used ? 

(24) Where should the Disjoined Ted always be 
written ? 

(25) Is the halved Es ever written upwards ? If 
so, give an example. 

(2(3)' May a final t or d, though not followed by a 
sounded vowel, be indicated by halving, if two sepa- 
rately pronounced vowels immediately precede it ? 
EXERCISE 45. 

2* List words. (60— U15) 

Boat hate late mate note operate theft reviewed 
sentence chestnut receded implicate remit capital 
certain made nude bored old index Leonard fault 
gored indolence absurd 25 unsold ascend assumed in- 
divisible imminent flagrant found indent spending 
mountain puffed clamored crowed Richard celebrate 
random democrat country applicant tangent floats 
cadets indents treated opinionated 50 instituted indi- 
cated meted effected traded imitated submitted ani- 
mated redeeded unattempted. 60 

3* "Wordsigns* 

Almighty after afternoon as-it asso- all-the do-it east- and- emphatic 
for-it ciate world west 



SHORTHAND 183 



^-c- 



feature fear-of- future good-and- manuscript nature natural of-it 
if-it God fact bad 



some-what some-time use-it wisdom world without yesterday about 

—> -i L J — — i 

establish at-it territory heart history is-it had-it 

established it-had 
etablishment it-would 

-^ «• *P^ S+7- / KX? ^ 

downward hand handsome before- behold hand- immediate under 

hand beheld in-hand immediately 

' ' " , * ■ .< ~~— \ ^- 

hold lord heard hard have- have- hand-writing hazard hardware 
held word it had 



^_ 



JL ' ^_ -L 



we-are were-not with- which- which- which- cannot till-it tell-it 

not regard-to ought- not had-not told 

not wch-wd-nt 



£_-> fc_ 



why-not will- not virtue upon -it understand under-gountil-it unconcerned 

4 °^ 



L 



_^_ 



testament toward towards they- such- such- were- shorthand spirit 
are-not are-not not 



_r=2_ 



Jl. 



quite may -not minority majority hundred manufacture respectful 

manufacturing respectfully 
manufactured 



184 LESSON XLV 

—2 =1— f, l_i (}■■/'. 

astonish-ed act-of at-all- according behind child circulate 
astonishment Congress events according-to be-not 



r? _ / l r V 


J J* 


co-operate can-it circum- construe- delight deriva- 
stantial tion tive 


did-not do-not dare-not 


V>^ ^ (^ c/ 


—3 


for-the- from-it forward guilt gentle- gentle- 
most-part guilty men man 


give-it gave-it 


K . ^ 





historian have-not better- than 

4. Phrases. (99— 1:40) 

In-all- the- world east-and-west an-emphatic-story a- 
ne w-f eature in-future-times took-his-manuscript it- 
will-implicate-him several-individuals 25 going-down- 
ward many-handsooae-cases you-will-behold will-have- 
immediate-trial you- will-have -it have-it- taken they- 
had-it never-have-it 50 with-regard-to-it by-virtue-of 
he-will-understand until-it-comes in-his-territory drain- 
ed-the-canal celebrate-the-occasion be-at-it 75 an-act-of- 
Congress was-better-than a-new-creature cannot-do-so 
many-gentlemen he-was-historian have-not-come a- 
grand-occasion. " 

5. Letter* (196—3:15) 

Nashville, Tenn., August 9, 1901, 
L. J. Sampson, 

Bay City, Mich. 
My-dear-Sir:- 

I-was very-much pleased to-receive-your 25 let- 
ter last night with the-information that I-was to have 
that-old matter off-my hands so soon. I-think you did 
very well 50 to dispose of all-those lots, especially those- 



SHORTHAND 185 

with the-old houses upon-them, so-readily and-at-such 
very-good prices. As-it-has 75 now come-out I-will lose 
very-little on the-deal. If -you-will send me your bill I- 
will send-you-check to-balance 100 same. I-have signed 
all the-deeds to the-various pieces of-property and- 
same have gone by today's mail. I-hope that- they - 
will 125 reach -you safely. 

It-is a-relief to-me to have that entire estate business 
closed up. I-desire to-assure you that I-fully 150 ap- 
preciate your work in-bringing the-business to-such an- 
early-close. 

Whenever I-have anything in the-line of-real-estate 
to-look after 175 in the-future you-may-be-sure that I-will 
send-it to-you. I-am 

Yours-truly, 

B. T. Lathrop. 19 

6, Letter. (159—2:40) 

Port Huron, Mich., June 14, 1901. 
T. M. LeGrand Co., 

Grand Rapids, Mich. 
Sirs :- 

Your-letter of -the 10 inst. 25 was received Monday, 
Your representative in-this city, Mr. J. B. Dickinson, 
called the-same day with lease for-my signature. 
Examining-it I-discovered 50 that-you had left out one- 
item which-was agreed-upon when we-talked the-busi- 
ness over last week. I-refer to the-matter of 75 excava- 
tions for the-proposed mine. The- understanding was 
that-you were to have but-one opening and-that said- 
opening with the-necessary machinery was 100 to-occupy 
only three acres, said-three acres to-be wherever you 
desired them adjoining the-railroad-track. 



186 LESSON XLVI 

I-put this-clause in the-lease 125 before-signing. If- 
this-is satisfactory, and-of-course it-will-be, since-it 
was agreed-upon, you-can file the-lease and-go-ahead 150 
with the-purchase of -machinery. 
, Yours-truly 

Edward Weeks. 159 



LESSON XLVL 

PREFIXES. 

t. The more frequently occuring Prefixes are repre- 
sented by brief signs. Some of these are disjoined 
from the following letter. The others are joined. 

2* The Disjoined Prefixes are: 

(1) A dot to represent Con, Com or Cog, as in con- 
done, comprise, cognate* 

(2) An S-Circle to represent Self or Circum, as in 
self-respect, circumlocution. 

(3) A Slanting Tick, like the tick for he, to repre- 
sent Counter, Contro, and Contra, as in controvert, counter- 
march, contraband* 

(4) Em to represent Magni, as in magnitude* 

3* These Disjoined Prefixes should always be written 
before writing the outlines which they precede. The 
habit of doing this should be cultivated from the very 
start or the student will find himself going back to in- 
sert these prefix signs after the outlines are written, 



SHORTHAND 187 

« 

thus consuming more time than if the full outline for 
the prefix were used. 

4, The Joined Prefixes are : 

(1) A Half Length En to represent the prefixes 
Intro, Inter, Ante, and Anti, as in introduce, interrupt, anti- 
dote, antedate* 

(2) Pe-Iss to represent the prefix Post, as in post- 
man* 

5. When the syllables Con, Com or Cog occur be- 
tween two consonant strokes in a word, the two strokes 
are disjoined to indicate that either Con, Com or Cog is 
to be supplied, as in inconstant, incomplete, incognito* 

It is the custom with many reporters and teachers to 
omit the dot for the prefixes Con, Com and Cog in the 
large majority of cases. This is not advisable for the be- 
ginner who should write these signs in every instance, 
at least until he has had considerable experience as a 
reporter. Even then he should not omit them unless 
actually crowded for time. These prefixes and the 
parts of an outline disjoined to indicate Com, Con and 
Cog are illustrated by the following outlines: 



_i N. - °a 



/- /*-> 



condone com- cognate self-re- circumlo- counter- contro- contra- magni- 
prise spect cution act vert band tude 

introduce interrupt antidote postman Inconstant incomplete incognito 

EXERCISE 46. 

Using the proper Prefixes and disjoined parts write 
the following words: 

6* List Words. (59— J:30) 

1 Contemplate, 2 construe, 3 interdiction, 4 confine, 



188 LESSON XLVI 

5 preconceive, 6 conceal, 7 countersign, 8 anticipation, 
9 intersect, 10 enterprise, 11 circumference, 12 recom- 
mend, 13 conserve, 14 compalible, 15 recompense, 
16 acomplish, 17 concede, 18 antiquary, 19 companion, 
20 constable, 21 compile, 22 conduce, 23 countermarch, 
24 compound, 25 combine, 26 convene, 27 selfish, 
28 circumvent, 29 counterpoise, 30 controversy, 31 con- 
tribute, 32 contraband, 33 antediluvian, 34 antedate, 
35 postman, 36 interval, 37 interurban, 38 inconsolable, 
39 recognize, 40 interrogate, 41 inconsistent, 42 con- 
cern, 43 anticipate, 44 convert, 45 interest, 46 uncon- 
scious, 47 conspiracy, 48 conception, 49 congestion, 
50 incompatible, 51 conversion, 52 interpose, 53 com- 
pensation, 54 conduct, 55 comparison, 56 contempla- 
tion, 57 misconceive, 58 concur, 59 content. 
7* Wordsigns. 

~M £ £ S^ g- I «=* ^ _ 

as-great-as able- at-any- able-to- at-all- construe- conse- consequent 
to rate give-it its tive quence 



^=r 



A_^J L L. 



cJliseqrien- comprehend comprehen- consider consid- confiden- calculate 
tial sion eration tial 

-** y * — <S ,> ^r— 

great- greater- Great- here-to-fore hesitate human- 

extent than Britain nature 



intellect intelligence incompetent part individual 

party 

8. Phrases- (60—1) 

1 As-great-as-can-be. 2 will-take-interest, 3 able-to- 



SHORTHAND 189 

call, 4 able-to-equal, 5 abie-to-go, 6 go-at-any-rate, 
7 was-at-all-its, 25 8 was-constructive, 9 they-calculate- 
it, 10 a-great-event, 11 greater-than-any, 12 a-large- 
heart, IB was-human-nature, 14 conceal-them, 15 a- 
strong -intellect, 16 he-was-incompetent, 50 17 very- 
great-extent, 18 he-was-introducecl, 19 receive-interest, 
20 compound-it. 60 

9- Letter. (167—2:45) 

Iowa City. Iowa, May 11, 1901, 
Mr. John Young, 

Springfield, Ills. 
My-Dear-Sir:— 

Are-you still engaged in the -manufacture 25 of- 
rotary churns? A-gentleman in-this city has recently 
purchased a-large dairy-farm near here and-intends to- 
go into the-butter-making 50 business very largely. 

Since learning of-this yesterday it-has occurred 
to-me that the-rotary churn which-you were manufac- 
turing when I-was in 75 Springfield would-be just the- 
thing for-hinie If-you are still interested in-this busi- 
ness send me your descriptive catalogue and-I-will 
place 100 it in the-hands of the-aforesaid gentleman and- 
at the-same time personally urge-him to adopt the- 
churn you-are making. Knowing what 325 I-do of-it, 
I-am sure it- would please-him. If-you-like you-might 
also write the-gentleman direct. His name is Henry 150 
Patterson, and-mail will reach-him addressed simply, 
Iowa City, Iowa. I-am, 

Sincerely-yours, 

John Elf ring. 167 



50 



190 LESSON XLVI 

10. Letter. (238—3:55) 

Springfield, 111., May 14, 1901. 
Mr. John Elfring, 

Iowa City, Iowa. 
Dear-Sir: — 

I-was-much pleased to-receive your-letter 25 of-re- 
cent-date. I- am still in the-same business in- which I- 
was engaged when-you were here. The-only change 
in the-business 50 is-that I-am now sole proprietor, hav- 
ing recently bought out the-parties formerly interested 
with -me. 

I-send-you to-day our new catalogue. 75 I-beg to- 
call your attention to-several very important improve- 
ments we-have made in our churns. Thess are all 
fully explained in the-catalogue. 100 I-am sure our churn 
would please Mr. Patterson. I-shall wait until I hear 
f rom-you again before-writing him direct. I-hope-you 125 
may-be able-to-persuade him to-place an-order with us. 
In-case-you succeed, I-shall, of-course, be-pleased to 
allow-you 150 the-regular twenty per cent, commission 
which we allow our agents. 

If-you-are in the-hardware business, as your letter- 
head indicates, would-it 175 not be possible for-you to- 
take the-agency for our churns in Iowa City, Iowa? 
We-are now making a-small churn especially for 200 fam- 
ily use among farmers. They-are taking wonderfully 
well. I-would ask your attention to-this churn, num- 
ber 12, in the-catalogue sent-you to-day. 225 I-am sure 
there-is money in-it for-you. 

Respectfully, 

John Young. 288 



SHORTHAND 191 

U. Translation* 



LESSON XLVIL 

AFFIXES. 

t. There are a number of endings, or affixes, of fre- 
quent occurrence which, like the prefixes, are repre- 
sented by abbreviated signs. They are as follows: 

(1) The endings Ful, Bel, Bal and Ble are repre- 
sented by the simple letters Ef and Be, when it is incon- 
venient to modify these letters with the L-Hook, as in 
forcible, distasteful, wasteful, ostensible* N 

(2) The ending Ship is represented by either Ish 
or Shay as in township, governorship* It is allowable to 
disjoin the Ish or Shay used for the ending Ship when 
neither will make a distinct angle with the preceding 
letter. Since either the upward or downward stroke 



192 LESSON XLVII 

may be written, it is seldom necessary to disjoin the 
letter used for this ending. 

(3) A Dot for Ing is used when it is inconvenient 
to join the stroke Ing at the end of words as in testing, 
hoisting* 

(4) In similar outlines the ending Ings is likewise 
difficult to join. In such cases a Dash is used, as in 
castings. The Dash used for this purpose is written at 
right angles to the stroke at the end of which it is 
placed. The student should bear in mind that the Dot 
and Dash for the endings Ing and Ings should never be 
used except when it is not convenient to use the stroke 
Ing since a joined letter is always more quickly written 
than one that is disjoined. 

(5) An S-Circle is used to represent the ending 
Self and a Ses-Circle for Selves, as in myself, yourself, 
themselves* 

(6) A De is used at the end of words for the end- 
ing Hood, as in manhood, childhood* 

(7) The Wordsign for ever, is used for the ending 
ever in such words as whenever* 

(8) The S-Circle is used for so when it occurs be- 
fore the ending Ever in such words as whensoever. 

(9) The endings Ility, Ality and Arity are not ivrit- 
ten but are indicated by disjoining from the first part of 
the outline the letter immediately preceding the end- 
ings, as in hospitality, excitability, disparity. 

2* These affixes are illustrated in the following 
words: 



\ t J 



forcible distasteful township governorship resting casting myself 



SHORTHAND 193 

themselves disparity hospitality excitability manhood whensoever 

EXERCISE 47. 

Using the proper endings write the following words: 
3* List words. (52—1:30) 

1 Admissible, 2 permissible, 3 accessible, 4 ostensi- 
ble, 5 surmountable, 6 cannibal, 7 tasteful, 8 graceful, 
9 citizenship, 10 wardenship, 11 deanship, 12 warship, 
13 lordship, 14 township, 15 rusting, 16 rafting, 
17 roofing, 18 resting, 19 casting, 20 himself, 21 thy- 
self, 22 myself, 23 yourself, 24 themselves, 25 our- 
selves, 26 yourselves, 27 itself, 28 reliability, 29 debil- 
ity, 30 visibility, 31 feasibility, 32 instrumentality, 
33 vitality, 34 mentality, 35 frugality, 36 brutality, 
37 individuality, 38 fatality, 39 popularity, 40 familiar- 
ity, 41 disparity, 42 polarity, 43 stability, 44 futility, 
45 admissibility, 46 inadmissibility, 47 unfamiliarity, 
48 inhospitality, 49 formality, 50 informality, 51 in- 
stability, 52 potentiality. , 

4, Wordsigns* 

i __ . £ 

9 ~~—^—^^ __ 

there- which-ought- which-have- which-would- which- are- such- 

would-not to-have-had had have-had not ought-to- 

have-had 



\ * * 



such-have- such-would- posterity postscript people-of- particular partake 
had have-had God 



political or-not onward opportunity on-the- on-either- on-the-other- 

one-hand hand hand 

51 



194 LESSON XLVII 

5* Phrases. (60—1) 

1 Such-a-temperament, 2 in-his-posterity, 3 in-a-post- 
script, 4 was-very-particular, 5 a-new-part, 6 in-that- 
part, 7 will-partake, 8 political-influence, 9 he-keeps- 
onward, 25 10 a-great-opportunity, 11 a-poor-casting, 
12 was-accessible, 13 saw-a-cannibal, 14 offered-the- 
deanship, 15 worship-the-king, 16 over-the-township, 
17 take-it-himself, 18 go-themselves, 50 19 the-warden- 
ship-cases, 20 will-take-it-myself, 21 will-worship- 
him. 60 

6. Letter (84—1:20) 

Lexington, Ky. , Jan. 1, 1901. 
John Phillips, 

Detroit, Mich. 
My-Dear-Sir:- 

Will-you please send to-me at-once a-catalogue 25 
of-your various styles of show-cases. I-am-preparing 
to open a-jewelry store in-this city in-a-short-time and- 
shall want 50 several cases especially f or-this line of 
business. 

With-your catalogue be-sure to name discounts for 
cash with order. A-prompt reply will confer 75 a-favor. 
I-am 

Very-truly-yours, 

Thomas Ackerson. 84 

7, Letter (125-2) 

Denver, Colorado, Dec. 31, 1901. 
Pingree & Smith, 

Detroit, Mich. 
Gentlemen :- 

Your Western representative called yesterday. 
Unfortunately I-was out-of 25 the-city and-hence was- 



SHORTHAND 195 

unable-to give-him a-small order I-had decided to-place 
with-your house. As-your agent may-not 50 be-here 
again in-time for-you to-get the-order through-him 
and-have the-stock shipped not later-than February 
1st, I-have 75 decided to-send the-order direct. 

You-may ship-me on or before February 1st ten 
cases of-your composite shoe, assorted sizes from 
No. 100 three to six, divided as-you usually do as-to 
widths. I-desire these sent with draft, March 1st. 
thirty days, 

Respectfully-yours, 

John Morton. 125 
8. Letter- (106— 1:45) 

Detroit, Mich., Jan. 5, 1901. 
Mr. John Morton, 

Denver, Colorado. 
My-Dear-Sir:- 

We-have your valued order of Dec. 31. 25 The-same 
shall-have our most careful attention. The-terms you- 
mention are-entirely satisfactory to us. 

We regret that-you were-not at-home 50 when-our Mr. 
Sanders called. He-had a-number of new styles of 
shoes which we-were very anxious for-you to see. We- 
think 75 they-are especially fine. We-are sure you 
would have-been pleased with-them and-would have- 
placed at-least a-small order with Mr. 100 Sanders. 

Yours-truly, 

Pingree & Smith. 106 



196 LESSON XLVII 

9. Translation. 






LESSON XLVIIL 

PUNCTUATION. 

U As a rule very few, if any, marks of punctuation 
are used in Shorthand work, especially in rapid report- 
ing. 

2* When, however, time permits the insertion of the 
more important ones, it is best to write them, since it 
makes the transcription easier. 

3* The punctuation marks made use of in reporting 
are as follows: 

(1) The period is represented (a) by a small cross, 
(b) by a double length chay written more nearly perpen- 
dicular than chay usually is. A period may also be in- 
dicated (c) by leaving a blank space of fully an inch or 
more. 



SHORTHAND 197 

« 

(2) The comma, colon, and semicolon are the same 
as in longhand. 

(3) A dash is indicated by a waving line from a 
quarter to a half inch long. 

(4) Parentheses and brackets are the same as in 
longhand except that double dashes are struck through 
them. 

(5) A Hyphen is represented by a double instead 
of a single dash as in longhand. 

(6) An Interrogation is best represented by the 
sign for what joined to and followed by a Double Length 
Chay* 

(7) A Quotation is represented by two signs for 
Or written side by side and closely together. 

4* Italicized and Capitalized "Words and expressions are 
indicated by a single line beneath words to be italicized 
and a double line beneath words to be written in capitals. 

5* The following illustrations show the marks of 
punctuation described above: 

y — *■>/.* - f 

period dash parentheses brackets hyphen interrogation quotation 

6* Initial letters are written as follows : 

. \)TL_/y_/-^,\_/) / A-Y^/O 

ABODEPGHIJKLM NOPQ RSTUVWXYZ 

7* The outline for After is omitted when the word 
occurs between repeated words as day after day, week 
after week, year after year, man after man* In such cases 
the word After is indicated by writing the outlines for 
the words preceding and following it near together, 



198 LESSON XLVIII 

the second being placed a little below the first. 

8* In expressions from one thing to another as, 
from place to place, from time to time, from door to door, 
etc., the outlines for the "words From and To are usual- 
ly omitted, they being indicated by placing the outlines 
for the repeated words side by side and near to each 
other. 

9* The words, Of The, are usually omitted in very 
rapid reporting, they being indicated by placing the 
outlines for the preceding and following words near to 
each other, as in king of-the-Greeks. 

\ 0* No confusion need arise by the same method be- 
ing adopted to represent both From-To and Of-The> 
since with From-To a repeated word is used while with 
Of-The two different words must be used. 

\U The word Company, when used immediately 
following the name of the company, is indicated by 
writing the letter Kay across the last letter in the out- 
line immediately preceding as in Central Mills-Company* 
The words Association and Society are expressed in a 
similar way, the former by writing Ish and the Jatter by 
writing Es through the last letter of the preceding 
word, as in University Oratorical- Association and Emerson 
Literary-Society* 

J 2* When the letter immediately preceding the Kay, 
Ish or Es is made in the same direction as the let- 
ter which must be struck across it, the first preceding 
letter made in a different direction must be the one 
selected across which to write the Ish, Kay or Es* 

13* These general methods of abbreviations are il- 
lustrated as follows: 



SHORTHAND 199 



^h 



day-after- from- King-of- Central Mills- Emerson Literary- University 
day place- the-G-reeks Co. Society , Oratoricar- 

to-place Association 

EXERCISE 48. 
14. Wordsigns. 



at-all-times afterwards advance- Word- prosperity profit malpractice 
ment of -God prophet • 



^s- 



^ ' w *< y ^x 



landlord intelligible it-ought in-the- in-order- inter- in-the- 

world that change second-place 

15- Phrases. (60—1) 

1 From-city- to-city, 2 from-house-to-house, 3 tree- 
after-tree, 4 book-after-book, 5 window-after- window. 
6 from-room-to-room, 7 frorn-lamp-to-lamp, 25 8 from- 
chair-to-chair, 9 day-of-the-week, 10 hour-after-hour. 
11 result-of-the-action, 12 desk-after-desk, 13 policy -of- 
the-governor, 14 Detroit-Publishing-Company, 50 15 Na- 
tional Engraving- Association, 16 National Shorthand- 
Society, 17 New- York Carbon-Company. 60 

16. Letter* (150— 2:30) 

New Albany, Ind., May 15, 1901. 
Mr. John Phillips, 

Detroit, Mich, 
Dear-Sir :- 

In-reply-to your letter of May 12. 25 We cannot- 
possibly ship-you before June 1, the-special size bevel- 
edge glass for show-cases you-are making. We-have 
a-very large 50 rush order of-special sizes for-a New- 



200 LESSON XLVIII 

York dealer who-is a-heavy purchaser. We cannot 
therefore drop this and-take-up your order 75 before 
May 26. This-will enable us-to forward-same by June 
1. We-hope this-will be-satisfactory. It does not- 
' often happen 100 that-we-are unable-to give-your special 
orders our immediate attention. Please-to-let us know 
at-once whether you -can wait that-long 125 and-if so, we- 
will make-special arrangements to-get the-order out 
on the-date mentioned. We-are 

Yours-truly, 
Indiana Piate-Glass-Co. 150 

J7* Letter* (179—3) 

Detroit., Mich., May 16, 1901. 
Indiana Plate-Glass-Co., 
New Albany, Ind. 
Gentlemen :- 

I-have just received your letter of yesterday. 25 I- 
have wired party for-whom I-have the-order for cases, 
special size glass for- which you-have my order under- 
date of May 50 12. He-replies that-he-has advertised 
quite extensively and-at great expense, to open on 
June 15, and-that he-must-have 75 cases by June 10. 
Now, if-you-can fill my order, shipping same by-ex- 
pres on June 1, it- will give-me six-days 100 to-iit-up the- 
cases after the-plate arrives and-allow three-days for- 
delivery. This gives but-very narrow margin. You- 
may, however, go 125 on- with the-work. I-shall expect 
to-receive the-plate by-express on June 2 without fail. 
I-would much-rather lose on-this 150 job than-to disap- 
point this patron who-is one-of-my best customers. 

Please to-have your manager give-this special order 
his personal attention. 175 

Respectfully-yours, 

John Phillips. 379 



LESSON XLIX 201 

t8. Translation. 




j\Y nx ^/vV^ 



\ryX^{/^s^?\( t ^i, 



LESSON XLIX. 

MINOR PRINCIPLES. 

U In derived words, the general rule is to add such 
strokes, hooks or circles to the outline for the primi- 
tive as may be necessary to represent the derivative. 
For example the derived word saying is written by 
adding Ing to Es, the outline for the primitive say. 
The reporter usually makes many exceptions to this 
rule when by so doing speed may be gained and the 
shorter outline is legible. This is especially true 
where the primitive has a somewhat modified form and 
pronunciation in the derivative as in Written which 
has the outline Ret-En instead of Ray-Te-En, which 
would be the full outline for write with the En added. 

2* Where a primitive is represented by a Wordsign 



202 SHORTHAND 

the derivative is formed by prefixing or affixing the 
necessary characters to the Wotdsign. For example, 
endanger would be written En-Jen 

3* In Compound Words the proper outlines for each 
word are usually united without modification. In case 
a poor angle results they may be disjoned, in which 
case the outlines for the two parts are written near 
each other. 

4* It may be necessary to vary any rule relative to 
the formation of outlines: (1) When clearness makes 
it necessary to secure distinct angles; (2) When it is 
clearly evident that more easily written outlines may 
thereby be secured without loss of angularity or with* 
out causing ambiguity. 

5* Ordinarily, outlines for words which should be 
capitalized are not underscored when fully vocalized. 
Instances may occur, however, when both a proper and 
a common noun are written and pronounced alike and 
where, in a sentence, either would make complete 
sense, as for example: "He was living in the Brown 
(brown) house." In such a case an underscore beneath 
the outline for brown would indicate that the name 
Brown was meant, if such were the case; while if 
merely the color brown were meant, no underscore 
would be needed. The full vocalization of the outline 
would not obviate the difficulty. 

6* In all kinds of reporting, the first time a proper 
name occurs, unless it is a very common one, it should 
be spelled out in longhand. After that, when it occurs 
in the same letter or report, it may be written in Short- 
hand. The longhand will give the proper spelling and 
the Shorthand the correct pronunciation. For example, 
in the name Beauchamp t (pronounced Beecham), the 



LESSON XLIX 203 

Shorthand would give no intimation of the unusual 
spelling, while the spelling would not indicate the pro- 
nunciation. 

7* In such words as moral and immoral, mortal and 
immortal, etc. , where the outline and the accented vow- 
el are the same for both the positive and negative 
forms it is neccessary to insert an initial vowel in the 
outline for the negative word. 

8* In writing Proper Names in Shorthand it is advis- 
able not to write the outlines too briefly. In such words 
the outlines should always be full enough so that, if 
need be, the word may be completely vocalized. 

9* Experienced reporters frequently adopt abbre- 
viated outlines for words and phrases of common oc- 
currence in the business in which they are engaged. 
Beginners should not attempt anything of this sort. 
Such special abbreviations may be learned to advan- 
tage only after one becomes familiar with the peculiar 
terms common to the business in which he may be em- 
ployed. As very few Shorthand students have any idea 
what line of work they will take up, one cannot famil- 
iarize himself with the specially contracted words and 
phrases which he will need later on. 

EXERCISE 49. 
10* Wordsigns* 



^ 



J l 



_ 3 - 

in-order-to in-regard-to infinite intelli- it-ought- it-had-not it-ought-to- 
gent not it-would-not have-had 



to-night at- hand 



^_ 



s 



it-would- it-will- it-will- in-polnt- in-his- imag- ladies- which- which- 
have-had not have-had of-fact secret ined and- were- will- 



gentle- not not 
men 



204 SHORTHAND 

U. Phrases* (60—1) 

1 In-order-to-go-there, 2 in-regard-to-rny-opinion, 
3 he-was-intelligent, 4 in-his-infinite-love, 5 an-infinite- 
being, 6 it-will-have-had-enough, 25 7 it-will-have-had- 
ten, 8 it-will-not-do-so, 9 it-will-not-take-any-time, 
10 it-will-not-take-notice, 11 in-his-secret-doings, 50 
12 in-his-secret-influence, 13 it-ought-to-have-had-occa- 
sion. 60 

12* Letter- (400—6:30) 

Manistee, Mich., August 11, 1901. 
Miss Mattie Allison, 

Ann Arbor, Michigan. 
Dear Miss Allison:— 

I-had the-pleasure of a-visit 25 from-your brother 
last evening. Henry told-me that-he-had just heard 
from-you and-you had written him how-you were get- 
ting along 50 at-the Stenographic Institute. From what 
he-said I- judge that-you have- just-had the-last lesson 
in-your text-book and-would begin 75 a-review next 
week. I-think you-have done remarkably well to-have 
completed the-lessons so soon. I-know your text-book 
is much 100 simpler than the-one I-studied. This no- 
doubt makes the- work considerably easier. 

What I-had especially in mind when I-began this 
letter 125 was to-impress upon you the-necessity of com- 
mitting the Wordsigns very thoroughly. Although our 
teacher told-us over-and-over-again to-do this, 150 we 
students did-not realize of how much-importance this 
was until after-we-had taken-positions. Then I-found 
that I-had thoughtlessly neglected 175 one-of the-impor- 
tant-parts of Shorthand. Another-thing to-which I- 
did-not give-enough-attention was practice. There 



SHORTHAND 205 

« 

were-several girls in-our 200 class and- we often wasted 
in-gossip hours which should-have-been given to-earn- 
est practice. I-know-that I-might have completed the- 
work 225 several weeks sooner had-it not-been for-this. 
I-know you-have an-excellent teacher, but no matter 
how-good-the instruction you-cannot 250 hope to-make a- 
success unless you, yourself, do some-hard work. You- 
will pardon me for-being so- very plain. I-only wish 
someone 275 in- whom I-had confidence had- written me 
thus while I-was in-school. Having-taken the-course 
at- which you-are now at work 300 and-then having-gone 
directly to-work as-a^n-amanuensis, I-feel that I-am in- 
a-position to-talk to-you in-a- manner 325 that- will-be of 
benefit to-you. Still I-probably should-not write-thus 
plainly if I-did-not know-you to-be a-sensible 350 girl 
and-would take-this in-the-right spirit. I-would be- 
pleased to-hear from-you from-time-to-time as-your 
work progresses. 375 When-you finish-the-course I-think 
I-can be of-some assistance to-you in securing you a- 
position. 

Very-truly-yours, 

Florence Jennings. 400 
13* Translation. 

54 



206 

LESSON L, 

REVIEW. 

U Questions: 

(1) What prefixes are represented by Dots ? 

(2) Give two examples of each. 

(3) What prefixes are represented by the S-Grcle ? 

(4) Give two examples of each. 

(5) What prefixes are represented by a Slanting 
Tick? 

(6) Is the tick joined to what follows ? 

(7) In what direction does the tick slant? 

(8) What prefix does the Disjoined Em represent ? 

(9) Give two examples. 

(10) What prefixes are represented by a joined 
half length En ? 

(11) Give an example of each. 

(12) How is the prefix Post written ? 

(13) How are Con, Com or Cog represented when 
they occur between two other consonants in a word ? 

(14) Is it wise for a beginner to sometimes omit the 
prefix for Con, Com and Cog ? 

(15) When a word ends in Ble, Bel, Bal or Ft*l and it 
is not convenient to use the L-Hoofc, how are these end- 
ings written ? 

(16) How is the ending Ship represented ? 

(17) Is it ever allowable to disjoin the character 
used to represent this ending ? 

(18) How is the ending Ing sometimes written ? 

(19) In what cases only is it allowable to use the 
Dot for the ending Ing ? 

(20) In similar cases, where we have the ending 
Ings, how is it written ? 



LESSON L 207 

(21) Give examples of the proper use of the special 
signs for the endings Ing and Ings* 

(22) How are the endings Self and Selves written ? 

(23) Give two examples of each. 

(24) How is the ending Hood written ? 

(25) Give two illustrations. 

(26) How is the ending Ever written? 

(27) When the syllable So precedes the ending 
Ever how is it written ? 

(28) Give two examples each of the use of the end- 
ing Ever and the use of the S-Circle for So* 

(29) How are the endings Ility, Arity and Ality rep- 
resented ? 

(30) Are the marks of punctuation generally writ- 
ten in reporting ? 

(31) In what three ways may the Period be repre- 
sented in Shorthand ? 

(32) When used, how are the Comma, Semicolon and 
Colon written ? 

(33) How is the Dash written in Shorthand? 

(34) In what way do Parentheses and Brackets in 
Shorthand differ from those in longhand? 

(35) How is the Shorthand Hyphen written? 

(36) How is a Question indicated in Shorthand? 

(37) How are Capitalized and Italicized words indica- 
ted? 

(38) Give the Alphabet in Shorthand. 

(39) How are From and To indicated when used in 
an expression from one thing to another? 

(40) How is Of The indicated in certain cases? 

(41) How are the words Company, Association and 
Society sometimes written? 

(42) How are the outlines for Derived "Words 



208 SHORTHAND 

formed? 

(43) If a Primitive is represented by a Wordsign, 
how is a word derived from the primitive written? 

(44) Is it ever necessary to underscore proper 
names when fully vocalized? 

(45) When should a proper name be written out in 
longhand? 

(46) Where an Affirmative and Negative have the 
same outline how is the Negative distinquished? 

(47) Should every possible contraction be used in 
outlines for proper names? 

(48) It is advisable for the student to learn ab- 
breviations used only in special lines of business? 

EXERCISE 50. 

2* List words. (30— s45) 

Contemplate construe anticipation circumference 
recompense companion counterpoise postman interval 
recognize inconsistent concern unconscious conver- 
sion contemplation permissable cannibal wardenship 
rusting himself yourselves reliability instrumentality 
mentality brutality 25 popularity familiarity admissi- 
bility inhospitality instabilty. 30 

3. Wordsigns. 

,-«rf S ± ~-£^ £-* 1~ -*=» —a* . , 

as-great-as able- at-any- able-to- at-all- construe- conse- consequent 
to rate give-it its tive quence 

, - ^-, ^ i »» S - 

consequen- comprehend comprehen- consider consid- confiden- calculate 
tial sion eration tial 

^ ^ * ^ } ^— 

great- greater- Great- here-to-fore hesitate human- 

extent than Britain nature 



LESSON L 209 



intellect intelligence incompetent part individual 

party 

. * i _ £_* 



there- which-ought- which-have- which- would- which-are- such- 

would-not to-have-had had have-had not ought-to- 

have-had 



\ ^ v 



7^ 

such-have- such-would- posterity postscript people-of- particular partake 
had have-had God 



political or-not onward opportunity on-the- on-either- on-the-other- 

one-hand - hand hand 

h - JL - \ % ^ ~ 

at-all-times afterwards advance- Word- prosperity profit malpractice 
ment of -God prophet 

-^ ^ ■• - .«< / -V 

landlord intelligible it-ought in-the- in-order- inter- in-the- 

world that change second-place 



in-order-to in-regard-to infinite intelli- it-ought- it-had-not it-ought-to- 
gent not it-would-not have-had 
to-night at- hand 



^X ,, / ^ 



it-would- it-will- it-will- in-polnt- in-his- imag- ladies- which- which- 
have-had not have-had of-fact secret ined and- were- will- 
gentle- not not 
men 



55 



210 SHORTHAND 

4. Phrases, (111—1:50) 

As-great-as-ean-be able-to-call was-able-to-go was- 
at-all-its they-calculate-it greater-than-any was-hu- 
nian-nature 25 strong-intellect very-great-extent such- 
a- temperament in-a-poscript a-new-party will-partake 
he-keeps-onward a-poor-casting saw-a-cannibal 50 wor- 
ship-the-king take-it-himself I-will-take-it-myself 
from-city-to-city tree-after-tree window-after- window 
from-room-to-room 75 from-chair-to-chair hour-after- 
hour National -Engraving- Association in-order-to-go- 
there he-was-intelligent an-infinite-being it- will-have- 
had 100 it-will-not-take-any it-ought-to-have-had-occa- 
sion. 111 

5, Letter. (167—2:45) 

Iowa City, Iowa, May 11, 1901. 
Mr. John Young, * 

Springfield, Ills. 
My-Dear-Sir:— 

Are-you still engaged in the-manufacture 25 of- 
rotary churns? A-gentleman in-this city has recently 
purchased a-large dairy-farm near here and-intends lo- 
go into the-butter-making 50 business very largely. 

Since learning of -this yesterday it-has occurred 
to-me that the-rotary churn which-you were manufac- 
turing when I-was in 75 Springfield would-be just the- 
thing for-him. If-you are still interested in-this busi- 
ness send me your descriptive catalogue and-I- will 
place 100 it in the-hands of the-aforesaid gentleman and- 
at the-same time personally urge-him to adopt the- 
churn you-are making. Knowing what 325 I-do of -it, 
I-am sure it-would please-him. If-you-like you-might 
also write the-gentleman direct. His name is Henry 150 



LESSON I* 211 

Patterson, and-mail will reach-him addressed simply, 
Iowa City, Iowa. I-aro, 

Sincerely-yours, 

John Elf ring. 167 

6. Letter (84—1:20) 

Lexington, Ky. , Jan. 1, 1901. 
John Phillips, 

Detroit, Mich. 
My-Dear-Sir:- 

Will-you please send to-me at-once a-catalogue 25 
of -your various styles of show-cases. I-am- preparing 
to open a-jewelry store in-this city in-a-short-time and- 
shall want 5C several cases especially for-this line of 
business. 

With-your catalogue'be-sure to name discounts for 
cash with order. A-prompt reply will confer 75 a-f avor, 
I-am 

Very-truly-yours, 

Thomas Ackerson. 84 

7* Letter. (J50— 2:30) 

New Albany, Ind., May 15, 1901. 
Mr. John Phillips, 

Detroit, Mich. 
Dear-Sir :- 

In-reply-to your letter of May 12. 25 We cannot- 
possibly ship-you before June 1, the-special size bevel- 
edge glass for show-cases you-^re making. We-have 
a-very large 50 rush order of-special sizes for-a New- 
York dealer who-is a-heavy purchaser. We cannot 
therefore drop this and-take-up your order 75 before 
May 26. This-will enable us-to forward-same by June 
1. We-hope this-will be-satisfactory. It does not- 



212 SHORTHAND 

often happen 100 that-we-are unable-to give-your special 
orders our immediate attention. Please-to-let us know 
at-once whether you-can wait that-long 125 and-if so, we- 
will make-special arrangements to-get the-order out 
on the-date mentioned. We-are 

Yours-truly, 
Indiana Piate-Glass-Co. 150 

8. Letter- (179—3) 

Detroit., Mich., May 16, 1901. 
Indiana Plate-Glass-Co., 
New Albany, Ind. 
Gentlemen :-- 

I-have just received your letter of yesterday. 25 I- 
have wired party for-whom I-have the-order for cases, 
special size glass for- which you-have my order under - 
date of May 50 12. He-replies that-he-has advertised 
quite extensively and-at great expense, to open on 
June 15, and-that he-must-have 75 cases by June 10. 
Now, if -you-can fill my order, shipping same by -ex- 
press on June 1, it- will give-me six-days 100 to-fit-up the- 
cases after the-plate arrives and-allow three-days for- 
delivery. This gives but-very narrow margin. You- 
may, however, go 125 on- with the-work. I-shall expect 
to-receive the-plate by-express on June 2 without fail. 
I- would much-rather lose on-this 150 job than-to disap- 
point this patron who-is one-of-my best customers. 

Please to-have your manager give- this special order 
his personal attention. 175 

Respectfully-yours, 

John Phillips. 179 



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